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Learning to speak English in a country where the ability to practice then English language is less for some learners is a very difficult thing. English language just like other languages demand constant practice. However, the inability of a student to have constant practice reduce interest in the spending time on the language. This essay seeks to point out some of the problems that some English learners in Thailand encounter which prevent them from speaking up in EFL classrooms, and to present some possible recommendations. The essay is divided into three parts. The first part raises the problems, the second part presents possible solutions to such problems, and the final part concludes the essay with some recommendations to language schools and training centers. Some learners of English in Thailand find it difficult to speak fluent English simply because they first of all have poor listening skills. They usually focus on doing more writing than reading, speaking and listening therefore, their ability to interact actively is hindered by their poor listening skills. Secondly, some find it difficult to read basic consonant vowel consonant words due to the lack of strong foundations in phonics. With no or Low basics in phonics, they find it difficult to read and therefore, affect their listening and ultimately hinders their speaking ability. The third problem they face is pronunciation difficulty. This is related to the second problem due to lack of strong foundation in the understanding of the English alphabet and their corresponding letter sounds. The fourth factor is their lack of interest and motivation in learning English, which is associated with their environment. Being in an environment where there is a little chance to practice what one learns reduces ones interest and motivation. Low confidence level is the fifth factor that affect some learners in Thailand. For fear of wrongful pronunciation, some learner will rather decide not to speak at all. Low confidence levels prevent such learners from taking part in classroom role-plays that involves in much talking. From the problems listed above, one can see that there is the need for finding the best solution to such problems. On the issue of poor listening, I suggest that learners in Thailand be encouraged to spend more time in practicing their speaking ability than the writing. The more they listen and speak, the more their listening will improve. About bad reading skills, such learners need to be introduce to phonics course so they can improve their knowledge in letter sounds and combination of two or three sounds. For their pronunciation to be better, they need to spend more time to practice reading. On the issue of motivation and interest, they need to develop the sense of practice speaking to their fellow classmates, as well as those who have had the privilege to study abroad and have returned to Thailand. The last issue, being low confidence can be improved through active participation in English activities. The more the partake in English related events, the more their confidence level will rise. From the above problems and solutions state, I recommend that, the right pronunciation of the English alphabets, their corresponding letters sounds should be massively involve in all ESL and EFL teachings in Thailand. It is when they have strong foundation in phonics that they will have the confidence, the motivation, the interest and the desire to read well, to speak more, and improve their listening skills.
