Speaking Challenges of Saudi EFL Learners

Alsiyat, Faisal Mohammad

doi:10.47191/ijsshr/v4-i12-30

Cited by 3 publications

(2 citation statements)

References 10 publications

(14 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results showed that the PSAU EFL do not enjoy studying English as a foreign language as item [6] -When I speak or read in English in front of other students, I feel delighted-comes third to item [1] with M= 4.51, SD = 0.45, and 76.1% degree of strong disagreement and 12.2% of disagreement to this statement (N= 102.4). This is partially in agreement with other empirical studies (e.g., Mohammed & Sanos, 2018;Alseadan, 2021;Alsiyat, 2021), which reported low levels of gaiety and exhilaration from the Saudi learners in their EFL classes. The researcher attributed this low level of EFL gaiety and enjoyment in Saudi EFL classes to the weak competencies of the learners as they in the primary and preparatory stages are not well-equipped with the necessary language skills.…”

Section: Resultssupporting

confidence: 92%

The Correlation between Foreign Language Apprehension and Foreign Language Gaiety and their Impacts on the Ideal L2 Self for EFL Learners

Abdulaal¹,

Hal²

2022

AWEJ

View full text Add to dashboard Cite

As evidenced by recent studies in the fields of positive psychology and psycholinguistics, learners’ emotions and thoughts while learning a second language are believed to generate sophisticated and dynamic linkages that contribute to their motivational as well as linguistic outcomes. This study aims to evaluate foreign language gaiety (FLG) and foreign language apprehension (FLA) as determinants of the ideal second language (L2) self for Saudi EFL learners. The basic research question that this study attempts to answer is: “What is the impact of EL elation and apprehension on PSAU learners’ ideal L2 self?” An online survey incorporating the three scales in question was completed by 116 EFL male and female students at Prince Sattam bin Abdulaziz University (PSAU) in the College of Science and Humanities (CSH). To examine the reliability of this research study, the Cronbach Alpha value of ≥ 0.70 is regarded as reliable and acceptable. The study results showed a strong positive correlation between the PSAU EFL learners’ EF Gaiety and their ideal L2 self. Further, there was a strong negative correlation between the PSAU EFL learners’ FL Apprehension and their ideal L2 self. The study concluded that PSAU EFL learners do not enjoy studying English as a foreign language. Their ideal L2 self is tremendously affected by the high rates of apprehension and the low degrees of EF gaiety.

show abstract

Section: Resultssupporting

confidence: 92%

The Correlation between Foreign Language Apprehension and Foreign Language Gaiety and their Impacts on the Ideal L2 Self for EFL Learners

Abdulaal¹,

Hal²

2022

AWEJ

View full text Add to dashboard Cite

show abstract

“…Saudi students' lack of intrinsic motivation to learn and speak English also extends beyond the language classroom (Bani Younes & Albalawi 2016; Ali et al, 2019;Alsiyat, 2021). In their view, they have no real need to use English or any opportunities to practice it outside the classroom.…”

Section: Saudi Efl Learners' Perceptions Of Englishmentioning

confidence: 99%

Determinants of Saudi EFL Learners’ Beliefs about Learning EFL

Al-Seghayer¹

2022

SELT

View full text Add to dashboard Cite

Language learners’ beliefs constitute an individual difference variable that profoundly influences language-learning behavior and significantly contributes to the process and ultimate success of language learning. This article identifies the beliefs Saudi learners hold about learning English as a foreign language (EFL). The analysis first addresses Saudi EFL learners’ perceptions of English, followed by a discussion of Saudi EFL learners’ experiences with learning English. The discussion also addresses these learners’ expectations about studying English and concludes by pinpointing the importance of understanding the distinct language-learning beliefs of Saudi EFL learners and highlighting all factors that could affect these beliefs. Moreover, this conceptual article offers measures and progressive ideas to consider that will help Saudi EFL teachers reinforce more productive and insightful language beliefs that have a facilitative effect on language learning and keep Saudi EFL learners from developing debilitative conceptions of language-learning beliefs. This work also highlights several research directions and pedagogical implications.

show abstract

Arabic Language Impact on EFL Learners’ Speaking Competence: The Case of Algerian First Year Bachelor Students at Kasdi Merbah University-Ouargla

Yahia

2024

tarr

View full text Add to dashboard Cite

The present paper examines the impact of Arabic language on EFL learners (Algerian) speaking competence. Arab students encounter numerous obstacles in developing their L2 speaking skills. Their limited exposure to English, both in and out of the classroom, impedes their ability to achieve fluency and proficiency in speaking. In the Algerian case, students’ background of learning foreign languages is affected by both their standard Arabic and various local dialects that differ completely from one region to another. In this regard, serious linguistic obstacles may exist due to differences between Arabic and English morphology, phonology, syntax, and orthography so that the teaching process would not be an easy task, especially for beginners. In the light of this, the current study raises the problem of how Arabic language can affect EFL learners’ speaking competency. It aims at highlighting their common errors, raising the Algerian (Arab) students’ consciousness about the impact of their Arabic background on their fluency in English, and developing their competence of speaking through detecting the appropriate methods and techniques of addressing the challenges and difficulties of communicating in the target language. A descriptive type of research was followed via attending and observing sessions of oral expression with first year students (a group of 37 learners) at the University of Kasdi Merbah in Ouargla-Algeria. Via adopting a quantitative approach, a questionnaire was administered to 150 students from the same level to assess their speaking competence and common errors sources. The findings indicate that the Algerian learners’ Arabic background reduces their fluency in English as a result of linguistic, phonological, syntactic, and cultural differences.

show abstract

Speaking Challenges of Saudi EFL Learners

Cited by 3 publications

References 10 publications

The Correlation between Foreign Language Apprehension and Foreign Language Gaiety and their Impacts on the Ideal L2 Self for EFL Learners

The Correlation between Foreign Language Apprehension and Foreign Language Gaiety and their Impacts on the Ideal L2 Self for EFL Learners

Determinants of Saudi EFL Learners’ Beliefs about Learning EFL

Arabic Language Impact on EFL Learners’ Speaking Competence: The Case of Algerian First Year Bachelor Students at Kasdi Merbah University-Ouargla

Contact Info

Product

Resources

About