LITERATURE REVIEW

When wanting to learn a new language it is important to understand the four language skills: speaking, reading, listening and writing. However, some difficulties are found in students to develop their ability to speak.

According to the author Mario Pérez Meza: "speaking is our expression of ideas, feelings, sensations and needs through oral and sound signs" speaking is one of the four skills which requires great preparation in English, since through this the students They can communicate and express themselves. 

“In the role of the speaker, cognitive processes are carried out, sentence sequences are structured and carried out, a discourse is constructed in which the characteristics of the interlocutor, the context and the effects that it seeks to produce in it are taken into account, according to (Ceballos , Ramírez, & Isaza, 2015). According to them you must have a suitable environment and characteristics for speech to be effective, the speaker must be clear and have a coherent, structured speech and must be in a comfortable environment so that their ideas can be understood. To speak English you must know the linguistic rules.

Gloria García Galindo in her article entitled "Anxiety about learning a foreign language", assures that anxiety is a factor that hinders the development of speech in students, since it generates insecurity and stress when addressing students. the rest. It ensures that the effectiveness of learning a language is linked to the emotional level of their students, the teacher has an important role since they must maintain a healthy, calm environment in which they motivate their students to practice the pronunciation of words and thus be able to generate the articulation of sentences.

In a degree project carried out by the ICESI university in Santiago de Cali, entitled "difficulty factors for learning English as a foreign language in students with low performance in English at the ICESI university" they found and classified into four large groups the difficulties in the learning of English, context factors in which they describe the importance and preparation that teachers must have in order to offer a good education, in conjunction with the mission and vision of the University and the contributions for the good development of its students in English speaking, the second are the internal factors in which motivation understood as the choice that the student makes and the effort he makes to achieve goals, anxiety as a factor that generates interference in learning, the styles and learning since institutions must implement strategies that accommodate the easiest and most interesting way according to the learning profile of all students through the use of multiple strategies; the third are the internal factors in which the sociodemographic, socioeconomic characteristics and all the characteristics of the individual are important, the age of beginning the study of a second language since they find differences in the acquisition of abilities and skills of pronunciation. And the fourth factor is the characteristics of the program, referring to the distribution of hours dedicated to the study of English, and the type of grades, since it is different for students to learn just to get a high grade than to attend a class to learn. The article concludes that "The combination of low levels of anxiety, use of study strategies, especially metacognitive and social, a high motivational intensity and a good evaluation of the course and/or the teacher, can make a student have a better performance" (Diaz, 2014, p.69).

In the article "Variables that influence the learning of English as a second language" of the Pan American University, he describes cognitive factors such as intelligence, aptitudes and learning strategies, which contribute to the ease of learning a language and in this case the speech of the English language. English language. Affective factors such as empathy, self-esteem, extraversion, inhibition, imitation, anxiety, attitudes, become important in learning to speak in English since the more interest and affection of the student, the better the result and their performance, additionally it motivates them to look for additional tools. those offered by the teacher in the classroom. It was also concluded that age is not a factor that hinders the learning of speech, what does influence are the hours dedicated to the study and pronunciation of English. Within the conclusions presented in the article, aspects that are fundamental at the time of learning English were highlighted, which were the study time, the type of school, the frequency with which they read, speak and practice the English language.

Oral expression is a communicative ability that not only encompasses a domain of pronunciation, lexicon and grammar of the target language, but also sociocultural and pragmatic knowledge. (Chandias, 2015, p. 17) This paragraph shows us that to express ourselves in English, multiple factors influence which are not only those taught by the teacher in the classroom such as the rules of English, grammar, vocabulary, but also unique aspects of each of the students who are learning are involved as factors related to their culture, their social environment, economic level, even their economic level and the conditions in which they live. Speaking is one of the most difficult language skills for students to learn as many feel fear and uncertainty of not being understood and that their pronunciation is not correct, including the use of long sentences. This study describes some of the methodologies that are best suited for learning, and suggests that print media such as workshops, guides and didactic activities additionally use the ability to listen in order to orally reproduce sentences and expressions. It is important to highlight the use of different didactic activities in the classroom which are interesting for the students since this will arouse their interest to study and dedicate more time to practice the pronunciation of English vocabulary and the use of long sentences. Additionally, they highlight that the teacher must prepare his classes with different activities that enhance the performance of the four linguistic skills, since the learning of these must be at the same time, since they complement each other.