1. Introduction

Countries have integrated English into their curricula, recognizing it as a tool for global communication. With English dominant worldwide, its teaching has been incorporated into educational systems (^{Raja, Putrawan and Razali, 2022a}). Mastering spoken English is vital for accessing global opportunities in education, business, and technology. Teachers must prioritize skills such as comprehension, composition, auditory processing, and especially verbal communication. However, many students face difficulties with oral English proficiency.

This research analyzes the factors affecting speaking proficiency in English students at the Technical University of Cotopaxi (UTC). Common problems include inadequate classroom management, anxiety, and limited vocabulary (^{Musabal and Abdalgane, 2023}). Although some students memorize grammar and vocabulary, they find it difficult to speak spontaneously, complicating their oral communication. Psychological factors such as enthusiasm, nervousness, shyness, and perspectives on language learning significantly impact their willingness to participate and improve their oral skills (^{Le and Le, 2022a}).

External factors such as ineffective teaching methods, first language dependence, limited access to technology, and overcrowded classrooms hinder speaking proficiency. Additionally, students often avoid practicing at home, which limits their ability to communicate in English and affects their academic performance. The lack of oral practice impedes language acquisition and success in English studies (^{Raja, Putrawan and Razali, 2022b}).

This study is guided by two central research questions: What are the factors affecting the development of oral English skills in English major students at the Technical University of Cotopaxi?; What do teachers think about the elements that influence the teaching of English speaking skills for English major students at the Technical University of Cotopaxi?.

The objective of this study is to create a conceptual framework that identifies the factors influencing English speaking skills in environments where English is a second language. Given the scarcity of research in Ecuador's academic environment, this study has particular importance. It emphasizes the influence of emotional factors, instructional strategies, and learning environment in shaping students' ability to practice and improve their spoken English. The study also presents possible solutions proposed by educators to improve speaking proficiency, providing practical recommendations to enhance the educational experience of English major students.

2. Methodology

This research adopts a mixed methods approach (qualitative and quantitative) to investigate factors influencing English speaking skills among English major students at a public university, following ^{Denzin and Lincoln (2005)}, framework: the qualitative part explores educators' views on oral competency barriers, while the quantitative component analyzes first-semester student survey responses. Subsequently, ^{Creswell (2008)}: supports the use of diverse data collection methods for comprehensive understanding. Using ^{Nassaji (2020a)}: descriptive method, the study examines affective and cognitive influences on oral skills. A non-probability sample of 54 students (30 females, 24 males) aged 18-24 was selected, and interviews were conducted with three English teachers. ^{Tagne (2018b)}: survey, adapted to a Google form, evaluated emotional factors, teacher roles, and environmental aspects, while a semi-structured interview gathered teachers' perspectives on challenges and solutions. Data analysis employed triangulation, comparing student surveys with teacher interviews, as recommended by ^{Dzwigol (2022)}: to identify key barriers and suggest improvements.

3. Results and Discussion

The findings highlight three categories of emotional variables: teacher influence and learning environment as factors that enhance speaking skills, according to the questionnaire. Some questions indicated connections between students and teachers, as well as environmental aspects that affect students. To evaluate student behaviors during English speaking activities in the classroom, the data was categorized into three domains to facilitate discussion and analysis.

In Table 1, the research identifies teacher influence as the most significant factor impacting oral communication skills in English among first-semester students, with an average score of 3,71 (SD = 0,85). The teacher's role is fundamental in fostering active and creative students, as well as increasing confidence in their communication abilities.

Emotional factors ranked second (average = 2,94, SD = 0,98), with moderate importance. Regarding this, ^{Bao and Liu (2021)}: suggest that teachers should improve both pedagogical and psychological skills to support students' self-esteem and reduce anxiety.

Educational environment factors ranked third (average = 2,64, SD = 1,02), reflecting moderate importance. According to ^{Nassaji (2020b)}: speaking challenges are linked to the quality of instruction and classroom resources. Overall, the study's mean score across all domains was 3,10 (SD = 0,95), indicating moderate importance and general agreement, although with some variability in perceptions.

Table 2 reveals that the key issue was “concern about being judged by others when speaking”, with a mean score of 4,00 (SD = 0,80), indicating strong consistency in responses. This anxiety is linked to a lack of confidence, as students with lower self-esteem fear criticism (^{Agata, Wardhani, Putri and Drajati, 2019}).

The second highest score (3,59, SD = 0,83) was for “resorting to Spanish when I cannot express myself in English”. The lowest score (2,80, SD = 1,10) was for “Participating in discussions with my teacher and peers about topics during English class”, highlighting the importance of classroom interaction in skill development. Other factors ranged from 3,08 to 3,51, with standard deviations between 0,80 and 1,22. Overall, fear of criticism is the most significant emotional barrier to improving speaking skills.

Table 3 highlights key factors, including “the teacher alternates between English and Spanish during lessons” (4,08) and “the teacher regularly corrects my mistakes while speaking” (3,94). From the exposed casuistry, ^{Arini and Wahyudin (2022a)}: recommend methods such as role-playing, group work, and project-based learning to reduce student shyness and increase speaking confidence. The lowest-scoring factors were “The teacher communicates only in English” (3,35) and “The teacher allows Spanish when I have difficulties with English” (3,08).

According to ^{Lee, Ahn and Lee (2022)}: they found that weak vocabulary can hinder student motivation and participation. Other factors scored between 3,90 and 3,65, with standard deviations between 0,92 and 0,89. In relation to this, ^{Arini and Wahyudin (2022b)}: emphasize the importance of encouraging English use outside the classroom. Students favored bilingual approaches, indicating that exclusive English use was less favorable. The study concludes that corrective feedback and bilingual support improve oral fluency.

Table 4 shows that the statement with the highest score was “We listen to an audio recording before starting the oral activity” (3,76, SD = 0,93). Similarly, ^{Alrasheedi (2020)}: suggests that teachers reconsider their roles to address student needs. The lowest scoring items were “There is an interactive whiteboard available” (2,29, SD = 0,88), “The class is too noisy” (2,14, SD = 0,96), and “My classmates do not offer support” (2,10, SD = 0,98). Other factors had moderate scores (SD = 1,18 to 1,15).

In summary, listening to an audio recording before oral activities improves speaking skills. In this line of thought, ^{Anggarista and Wahyudin (2022b)}: note that limited resources and poor planning can reduce student performance. A positive environment and activity selection moderately affect speaking, while factors such as interactive whiteboards, noise, and lack of peer support have minimal impact.

Crucial elements affecting speaking proficiency include teacher influence, students' self-image, and fear of judgment. A supportive teacher fosters confidence, as fear of judgment causes anxiety and reluctance to speak. Practices such as mixing English and Spanish and correcting errors support skill development, as supported by (^{Sadoughi and Hejazi, 2023}).

4. Conclusions

This research reveals significant findings about factors influencing the development of oral English competence in the Ecuadorian university context. The analysis of quantitative and qualitative data allows us to establish relevant conclusions that respond to the main objective of creating a conceptual framework that identifies factors influencing English speaking skills in environments where English is a second language.

The results demonstrate that psychological factors, particularly anxiety and fear of negative evaluation, constitute the most significant barriers to oral competence development. This finding is especially relevant as it suggests that the emotional aspect has a greater impact on learning than technical or methodological limitations. The research reveals that fear of receiving criticism when speaking is the most significant emotional factor (with a mean of 4,00 on a scale of 5), which has direct implications for teaching practice.

The teacher is key to a good learning environment. The data shows that gradual bilingual strategies and constructive feedback increase student confidence and participation. This finding differs from previous studies that focused on teaching methods.

A novel aspect identified in this study is the correlation between strategic use of Spanish (L1) and the development of oral competence in English. The results suggest that, contrary to traditional practices advocating total English immersion, judicious use of Spanish as pedagogical support can facilitate the transition toward greater oral competence in English.

Study limitations include sample size, restricted to a single university institution, and the relatively short observation period. Future studies could benefit from a broader sample including different educational institutions and training levels.

The findings of this research have significant practical implications for teaching English in university contexts. It is recommended to: 1). Implement specific strategies for managing anxiety in the English classroom; 2). Develop teacher training programs focused on the psychological aspect of language learning; and 3). Design institutional policies that promote a more inclusive and less threatening learning environment.

Future lines of research could explore the long-term impact of anxiety reduction strategies on oral competence development, the effectiveness of different corrective feedback models in the Ecuadorian context, and the influence of emerging technologies in reducing psychological barriers to English learning.

This research contributes to the field of teaching English as a foreign language, showing the importance of psychological factors in oral competence. The results indicate that a holistic approach including emotional and pedagogical aspects is key to improving English teaching in Ecuadorian universities.