Oral exams are oftentimes a dilemma for some students despite enough training. In this paper, student participants were asked how they performed in weekly speaking-based activities and oral exams, what specific difficulties they encountered, and what ways they could develop fluency by using a Likert-based survey method with quantitative and qualitative results. It was found that the students performed moderately well. However, the professor’s 1) class activity management and 2. feedback and students’ 3) self-awareness, 4) oral exam challenges, and 5) speaking fluency improvement need a revisit for quality teaching and learning. The results would provide the vehicle for understanding some issues in teaching and learning which require compensatory techniques to increase their oral exam performances to an excellent rating among these factors. This paper also offers insights to guide professors or teachers in developing materials and teaching techniques so that students can further improve their fluency in the target language.
Keywords: Speech, incidental learning, intentionality, test
