This quantitative study investigates the impact of various factors on the English speaking fluency for L2 (Second Language) speakers. Through open interviews and questionnaire six factors—age, university education, teachers of English language institutes, teaching methods, dictionary usage, and note-taking—are examined. Participants were selected purposefully based on their proficiency level according to the Common European Framework of Reference for Languages (CEFR). Respondents selected were of A1 and A2 level according to CEFR test. Findings reveal that an early start in language learning significantly influences speaking fluency, while university education does not contribute positively due to limited opportunities for English interaction and exposure to incorrect input. Conversely, teachers in English language institutes play a supportive role in fluency development, The study concludes with suggestions for effective dictionary and note-taking strategies to enhance speaking skills.
Snehal Prakash Deshmukh (Fri,) studied this question.