Motivation and E-Learning English as a foreign language

be judged through the communication between people. On the other hand, Bachir et all asserted that speaking is not just knowing how to pronounce words, but it makes the listener knows the culture of those words (2011, p.38). Furthermore, speaking takes place where there is a communication or interaction between humans. Some experts are backing the speaking theory for instance, River (1981) maintained that interaction is not enough to know the persons thoughts but the comprehension of those ideas are encompassed by others. Also Brown (1994), Burns, and Joyce (1987) defined speaking as an interactive process of making meaning which contains producing, reviewing, and processing information. So, speaking is the way which helps the students interact and participate during the classroom although the grammar and language structures are important, but they are not sufficient to master or learn a foreign language since many students have difficulties in utilizing it with others. To help learners in enhancing their speaking, teachers should select interesting topics and rely on good techniques which are similar and familiar to the students levels. 1.2. Teaching speaking Oral communication is considered as one of the most common tasks which are used to acquire ESL (English as a second language) or EFL (English as a foreign language). According to Bygate (1987, p.4) teaching students a language is one of the obstacles in a foreign language. Obviously, grammar rules and vocabulary should be taken into account in order to succeed in speaking English. There are also other elements in speaking which should be used by the teacher in teaching a second language. For example evaluating their students speaking, inviting them to interact, and by preparing for them oral exams. Al Hosni (2014, p.23) and Ur (1996) indicated that the essential skill is speaking because people who speak a language are the speakers of that language. This implies that a person has to know a lot of aspects about the language but with a good ability of speaking. Malamah (1987, p.12) stated that a group work and pair work are activities that can help the students to practise and interact in the classroom. He suggested that the teacher should rely on group and pair work strategies in order to give the students the ability of expressing their own ideas, asking questions, giving answers, debating topics, and building sentences. Otherwise, Richards and Rodgers (2001) said that communicative language teaching (CLT) enables the students to communicate in the language and the basis of CLT is to make learners competent in communication further, it needs to use more authentic materials which help the students in acquiring the language. Cole in a forum journal (1975, p.150) assumed that teaching English to Speakers of Other Languages (TESOL) is focused on the language usage rather than the progression of speaking. In addition to this, Richmond et al (2009, p.32) revealed that in order to make the learners interacting, speaking, sharing their ideas, asking questions and giving answers is better to improve the speaking skill. But teachers do not need to embarrass their students and threat them of having poor grades. Also, he speculated that teaching through small groups will provide the students with the opportunity of discussing and exchanging their knowledge without being anxious (p.34). Consequently, teachers should provide a good atmosphere and use appropriate strategies in the classroom in order to make the students participate and interact. It is advisable if the learners develop their speaking skill because they will have the ability of constructing acceptable sentences. 1.3. Communicative competence It refers to the learners ability to use a language effectively. In 1980, Canal and Swain argued that there are four areas which are required for the ability to communicate:1.Grammatical( words and rules)2.Sociolinguistic(appropriacy)3.Discourse(coherence and cohesion)4.Strategic(solving communication problems)Which allude that when people communicate, they look only for the meaning. Moreover, Luoma (2004) asserted that speakers are able to locate how politeness is shown in the utterance because it is the reason behind peoples communication.Furthermore, Grice (1975) identified four conversations maxims:1.Quantity: giving only the information that are needed2.Quality: saying only the truth3.Relation: be patient4.Manner: be concise and evident (p.26)Therefore, speakers should give the sufficient information in order not to make the listener bored. Secondly, they ought to say what they know in order to be true. The third aspect that is their speaking which should be relevant to the topic and the last one, s\\he should be brief, clear, and avoid ambiguity. Hymes (1972) gave a summary of the acronym speaking in a framework:Situation, Participants, Ends, Act sequence, Key, Instrumentalities, Norms, Genre.SituationMeans the physical setting where the communication takes place for instance (classroom, university.).ParticipantsSpeaker, audience. which implies where the communication is occurring EndsThe result of the event: including the participants objective (goal) such as, test, assessment, exposing topics Act sequenceThe content of the speech, what is said and the way they saidKey Accent, style, attitude, personalityInstrumentalities The form of the speech such as: language variation The style or the method like: spoken, written.NormsThe rules of interaction such as: ask questions, elaborate, explain..GenreThe strategies used such as: storytelling, presentations, games.Table 1.1: the SPEAKING framework about the factors that influence speech (Luoma, 2004, p.24-25). The table above represents the factors that affect the speech. Thus, everybody communicates differently through discussions. 1.4. Sociolinguistic competence It is the ability to communicate appropriately by using the right words, expressions, toward a topic. It is an integral part of the communicative competence (CC). It is simply known and understood by how to speak and to whom they converse; for example the way that the students speak to the teacher is not similar to the way they utter with their friends. Alptekin (2002, p.58) explained that social context deals with the specific aspects which contain norms, values, beliefs; for instance thanking a friend in a formal speech is different from how it is done with teachers. Apparently, Savignon (1983) asserted that kind of competence needs un understanding of the social context in which language is used; the roles of the participants; the information they share; and the function of the interaction (p.37) Teaching sociolinguistic is important according to some expert such as Littlewood (1981, p.4-5) stated that there are two options that speakers rely on to select the language. The first choice is the whole knowledge of the language and the second one is the social context of the situation in which the interaction or the communication is occurring. Speakers should determine whether to use formal or informal language and they need to choose the suitable techniques in order to entire the communicative objective of a specific situation. As Brown and Yule (1991, p 23) mentioned that those options are done because of a particular cultural values and speakers attitudes in a social communication. Subsequently, the use of unsuitable language implies transmitting inaccurate signals that may destroy the interaction. Furthermore, Crystal (2005, p. 266-271) argued that teaching sociolinguistic competence is very important because it inclusive consciousness of turn-taking and civility. Also he indicated that the suitable turn-taking rules in interaction are focused on the participants social role. Then these social rules are different according to the different cultural knowledge or surroundings from which the individuals come from. 1.5. Speaking difficulties Each language requires the speaking skill in order to transmit messages and share ideas. Students need oral expression to communicate, learn, and practise their language. Nevertheless, there are plenty of hindrances that learners face while speaking English. Al Hosni (2014) indicated that:Many studies have indicated that oral language development Has largely been neglected in the classroom, and most of the Time, oral language in the classroom is used more by teachersThan by students, however, oral language even as used by the Teacher, hardly ever functions as a means for students to Gain knowledge and explore ideas. (p.22)This implies that the teachers should be a facilitator who facilitate and introduce the lesson to the learners and not the one who gives it ready made. The students would face difficulties while speaking English during the classroom. They focus more on writing skill because their objective is only to get good grade in the examination not to increase their speaking ability. Further, speaking difficulties are due to the lack of vocabulary, poor listening, anxiety, and lack of motivation. Speaking difficulties, mother tongue, shyness and perplexity are the factors that the students face towards speaking. The first reason implies that the learners lack of vocabulary, they find difficulties to make sentences and this is due to the fact that they do not read and rich their vocabulary. Secondly, the use of mother tongue, when they work on groups they debate the topic by using their mother tongue, simply because they are weak in speaking English. Thirdly, shyness and perplexity which are obstacles that make students interaction very low, and the reason behind that is the students afraid to make mistakes in front of their colleagues who might laugh of him and they may also feel anxious or perplex of their teachers who can embarrass them. 1.6. Factors that cause speaking skill Students face difficulties while speaking, this due to some factors that make the learners afraid to speak. In this respect, there are some relevant researchers who have stated causes that affect speaking skill such as Burns and Joyce in Nunan (1999); Schwartz (2005); and Thornbury (2005) claimed that anxiety or shyness, lack of motivation, lack of confidence, and fear of mistakes are factors that influence or prohibit the students from speaking. Another study made by Koichi Sato (2003) indicated that learners are not very capable to speak English because of their fear of making mistakes. Further, another research which is similar to the previous one conducted by Ballard (1996) who argued that students can not make good discussion because of the lack of vocabulary and fear of making mistakes which lead to the disability to speak English in the classroom. The causes that influence students speaking ability which have already mentioned earlier. Each of the id explained bellow. 1.6.1. Fear of mistakes It is the major factor of students inability to speak English during the oral expression sessions. They prefer to be silent because they may afraid of being laughed by their classmates, or being judged by their teachers. According to Hew (2011) and Zang (2006) cited in He and Chen (2010)