Bilal, Rehman, Rashid, Adnan, and Abbas (2013) in his research claimed that in Pakistan,after of concentrate English from eleven years, students are as yet unfit to deliver even a solitary sentence without grammatical error in English. The reason for this is that they learn subjects from the examination perspective. Whereas, our examination framework is with the end goal that it makes understudies’ repetition remembrance as opposed to testing their diagnostic and innovative aptitudes. In this way, they remember exercises, repeat them in exam corridors and forget them around the same time itself. However the revision of English syllabus is vital in light of the fact that it educated just types of phonetics and neglects to create student creativity. The examination recommended that an arranged syllabus with trained educators and speaking environment in school is extremely essential to overcome these issues.
Musa, lie, and Azman (2012) in his research presented the three elements that affect the EFL students to have poor execution in English dialect learning. Firstly, students are viewed English as a difficult subject to learn. Secondly, Learners rely upon the English instructors as authorities. Thirdly, there is a lack of support to utilize English in the home environment and the community. Finally, Learners have insufficient or lacking of exposure to the language as there is a restricted chance to utilize English outside the classrooms
Ahmed, Pathan, and Khan (2017) in his research analyzed that “In EFL nations, for example, Pakistan, English is utilized only as a part of classroom and understudies do not get more open doors outside the classroom to rehearse English dialect. Due to few opportunities to practice the foreign dialect, understudies hesitate when communicate in English.
Rabia (2010) in his research stated that “FL nervousness may adversely influence motivation, level of performance and state of mind to taking in a particular theme”. Since Pakistani understudies put unlimited endeavors to learn the English dialect particularly speaking skills. However, in spite of concentrate English for a considerable length of time, they neglect to procure familiarity with the target language because of numerous anxiety factors.
Chang (2010) in his research indicated that reasons cause understudies’ weakness for English dialect learning derived from students’ lack of interest, absence of proficiency of the school, and deficient of guardians’ advancements.
Mueen (1992) stated that there are several components which influence understudies’ performance in communicating in English fluently; such as, lack of motivation, proper vocabulary, bashfulness, anxious, fearful to speak, and lack of certainty. Another researcher JIN Yan-hua (2007) in his research point out that understudies neglect to participate in the English exchange on account of their vocabulary issues and dread of committing errors bringing about their inability to communicate in English well. Likewise, she says that understudies discover communicating in English a stressful activity particularly if they need to perform something utilizing English.
Riyaz and Mullick (2016) in his research points out that Learners do not get any shot either in the classroom or outside to communicate in English. There is additionally lack of exposure to real English dialect conditions that enable them to utilize English for correspondence and articulation. They frequently stammer when communicating in English. Accordingly second dialect students at higher optional level are poor in talking ability.
Sharma (2004) describe that in various countries the issue of poor English talking limit is fundamental one. Moreover it is a major problem that understudies feel wavering in communicating in English dialect. In spite of the fact that instructors emphasize on communicating in English dialect, however in Pakistan, system of education at fundamental level is not attractive that is the reason understudies feel trouble in communicating in English at university level.
Hence all these examination papers talk about different troubles which understudies face while communicating in English dialect. Through the analysis of these papers it can be effortlessly seen that researchers have endeavored to discover the issues which hinder students to talk in English in light of the fact that these challenges influences on understudies academic performance so keeping in mind the end goal to beat these issues the analysts likewise gives some Solution which could be useful for the students to improve their English talking abilities. All the researches mention above are conducted in different cities or countries and also confined to their area. Along with these lines, my exploration will center on the every single private university understudies of Karachi city in which my aim to identify the problems faced by the students while speaking English language at university level.