| dc.description.abstract | This study aimed to determine the factors affecting BSED students’ speaking
performance in an online class at UM Peñaplata College. This study is quantitative
and used a descriptive survey research design to gather information and find the most
conditioning factor that affects the BSED student's speaking performance in an online
class. A Likert-type survey was conducted among the BSED students through the
quota sampling method, with 54 BSED-English students divided into several subgroups.
The data was gathered from 54 respondents via Descriptive frequency and
percentage as the statistical tools to determine the factors affecting a student's
speaking performance in an online class. The results revealed that feedback during
speaking activities affects the BSED student's speaking performance the most,
followed by performance factors, listening skills, reaction to topical knowledge,
speaking problem, and affective factors. This can imply that the respondents need
feedback as a form of a boost or a modifying factor in assimilating new knowledge.
Teachers should be responsible for meaningful feedback and improving their speaking
performance. The students can perceive their teachers' or professors' feedback not as
negative criticism but as an opportunity to change, modify, and assimilate new
information in their topical knowledge | en_US |
