A STUDY OF ENGLISH LANGUAGE SPEAKING PROFICIENCY OF UNDERGRADUATE STUDENTS AT THE DEPARTMENT OF ENGLISH, KUST

Abstract

This study investigates the English-speaking proficiency of undergraduate students in the Department of English at Kohat University of Science and Technology (KUST), focusing on the factors that influence their oral communication skills. Recognizing the growing importance of spoken English for academic and professional success in ESL contexts like Pakistan, the research integrates the Common European Framework of Reference (CEFR) as its theoretical foundation. A sequential mixed-methods approach was employed: quantitative data were collected through questionnaires from 234 students to identify key factors affecting proficiency, followed by qualitative interviews with a smaller sample to evaluate actual speaking performance based on CEFR descriptors. Findings reveal that while most students exhibit moderate confidence and competence in English communication, they encounter challenges related to language anxiety, limited vocabulary, and lack of real-life speaking opportunities. Institutional factors such as teacher-centered instruction and limited classroom interaction further constrain oral fluency. The study emphasizes the need for communicative, task-based, and context-sensitive teaching methods to enhance students’ spoken English. It concludes by recommending the integration of CEFR-aligned assessment tools, increased exposure to authentic speaking situations, and teacher training programs to foster communicative competence among ESL learners at the university level.