AN ANALYSIS OF GEN Z'S SPEAKING DIFFICULTIES AND THE UTILIZATION OF TECHNOLOGY TO ADDRESS THESE CHALLANGES

Abstract

The objective of this study is to examine the challenges encountered by students in speaking classes. The ability to articulate ideas verbally is an essential skill for students pursuing a major in English, particularly in achieving academic and professional success. The factors influencing this speaking ability encompass linguistic elements, including vocabulary, grammar, pronunciation, and fluency, as well as non-linguistic factors such as fear, anxiety, and lack of motivation. The research method employed was a descriptive qualitative approach, with data obtained through the administration of questionnaires and interviews. The results indicated that the predominant challenges encountered by students were in the domains of grammar, vocabulary, and the apprehension of making errors and facing criticism. A variety of strategies have been employed by students to overcome the aforementioned difficulties. These include independent practice, the utilization of social media, learning through music and movies, and participation in a course program. The present study offers insights that may be of use to students in the process of self-reflection, as well as to lecturers in the evaluation of teaching methods. Furthermore, educational institutions may find it useful in the development of more effective curricula.