This research will be to study the interventions for the challenges

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Proposal
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Proposal
Factors affecting English Oral Speaking on High School ESL Students in Hong Kong
Introduction
The purpose of this research will be to study the interventions for the challenges that are
faced by the Hong Kong-based English as Second Language (ESL) high school learners when it
comes to English oral speaking. In Hong Kong, English is not regarded as a native, but a second
language that the learners acquire in the process of their education (Poh & Gotoking 2016). The
elevation of English as a lingua franca at an international level has made it to be popular. That is
why the language has been recognized and is gaining acceptance in many countries including
Hong Kong. Just like any other ESLs, the high school learners in Hong Kong find it quite
challenging to speak the English language (Poh & Gotoking 2016). The most appropriate
intervention for these learners is the hiring of well-trained professional teachers who have a
sound knowledge of ESL teaching strategies and approaches (Chen & Yang 2017). The teaching
approach can instill confidence, and enhance the development and mastery of English
vocabulary, and pronunciation. The research will seek to study all these issues to ensure that an
ultimate solution is sought.
Literature Review
Literature review is the analysis of publications. In the scholarly world, there are
researches which are conducted on a wide range of topics. The study of English as a second
language is an area that has been widely studied. So many scholars have conducted a research
and published books, book chapters, and journal articles on this topic. Hence, to conduct a good
research whose findings can be relied upon to address the challenges facing the ESL learners in

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Hong Kong, a rigorous review of published literature must be done. For this reason, therefore,
the following publications will be selected for review:
1. Hartshorn, K.J., Evans, N.W., Egbert, J. & Johnson, A., 2017. Discipline-specific reading
expectation and challenges for ESL learners in US universities. Reading in a Foreign
Language, 29(1), pp.36-60.
2. Mokhtar, A.A., Rawian, R.M., Yahaya, M.F., Abdullah, A. & Mohamed, A.R., 2017.
Vocabulary learning strategies of adult ESL learners. The English Teacher, p.12.
3. Lo, F., 2016. Transformation: Challenges Faced by an ESL Student. Mānoa Horizons,
1(1), p.11.
4. Ahmed, M.K., 2018. Pedagogy in speaking: Challenges addressed by teacher-student in
the ESL context. International Journal of Applied Linguistics and English Literature,
7(3), pp.97-107.
5. Sibanda, J. & Baxen, J., 2016. Determining ESL learners’ vocabulary needs from a
textbook corpus: challenges and prospects. Southern African Linguistics and Applied
Language Studies, 34(1), pp.57-70.
6. Ibrahim, E.H.E., Sarudin, I. & Muhamad, A.J., 2016. The Relationship between
Vocabulary Size and Reading Comprehension of ESL Learners. English Language
Teaching, 9(2), pp.116-123.
Each of these publications is important because they contain credible, current, research-
based, and relevant and accurate information on the research topic. For instance, “Discipline-
specific reading expectation and challenges for ESL learners in US universities” is an article that
will be reviewed. In this article, the author presents a comprehensive research on the challenges
facing the ESL learners. As clearly-outlined in this study, the ESL learners face a myriad of