A SURVEY STUDY OF ENGLISH SPEAKING PROBLEMS AND COPING APPROACHES OF EDUCATION FACULTY STUDENTS

Abstract

This study aimed to (1) examine English-speaking problems of Education faculty students, (2) investigate coping approaches of Education faculty students, and (3) explore development approaches from English professors to enhance students’ speaking proficiency. The population consisted of 359 students, and the sample comprised 101 second- to fourth-year students (8.3% margin of error) who are Phet Nai Tom scholarship students at the Faculty of Education, Srinakharinwirot University, in the 2026 academic year, selected through convenience sampling. Three English professors were interviewed as key informants. Research instruments included a five-point Likert-scale questionnaire and semi-structured interviews. The questionnaire demonstrated acceptable content validity (IOC = 0.67 - 1.00) and reliability (Cronbach's alpha = 0.89). Data were analyzed using mean, standard deviation, and content analysis. The results indicated that students experienced English-speaking problems at a high level (M = 3.84). Content and ideas posed the greatest challenge (M = 3.88), followed by linguistic (M = 3.83) and psychological aspects (M = 3.80), with grammar, vocabulary, and lack of topical knowledge as key issues. Regarding coping approaches, students reported a high level of self-directed coping strategies (M = 3.72), with linguistic adjustments most frequently employed, particularly the use of simple vocabulary and prior sentence preparation. Additionally, psychological preparation, rehearsal, and the use of gestures and topic preparation were commonly applied. Qualitative findings revealed reliance on technology, repeated practice, and simplified language use. English professors emphasized that effective speaking development requires integrating linguistic competence, psychological readiness, and content knowledge through supportive and communicative classroom practices.