Speaking in the Target Language: Issues and Considerations

Al-wossabi, Sami Ali Nasr

doi:10.17507/jltr.0705.08

Cited by 3 publications

(4 citation statements)

References 26 publications

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“…The most frequent cause of students' unwillingness to communicate in the classroom is the fear of making mistakes by (34%), which is consistent with (Hamouda, 2012;Liu, 2005a;Liu, 2005b;Al-wossabi, 2016;Rafada & Madini, 2017). The fear of making mistakes is the most dominant cause of unwillingness to communicate among all the other causes in the questionnaire.…”

Section: Discussionsupporting

confidence: 73%

“…Namely, the use of the native language, i.e., Arabic in the classroom, teachers' inaccurate pronunciation, the inconsistency of the teaching methods, and the employment of old traditional teaching methodologies such as the audio-lingual method and the grammar-translation method. This was described as a cause of learners' unwillingness to speak also in (Reza, 2015;Al-wossabi, 2016). Similarly, Rafada and Madini (2017) also found that the school has indirectly affected learners' reluctance to speak in the classroom because it contributed to their speaking anxiety due to their insufficient vocabulary.…”

Section: Discussionmentioning

confidence: 94%

“…This issue is also confirmed by Rabab'h (2005) who claimed that communication in the target language is one of the major difficulties' Arab learners face. In the Saudi context, Saudi learners are often described as unwilling to participate because they rarely volunteer answers or ask questions, are unresponsive to the teacher's questions, and prefer to remain silent most of the time in the EFL classroom (Aljumah, 2011;Hamouda, 2012;Alhmadi, 2014Reza, 2015Al-wossabi, 2016). Such unwillingness to communicate is a huge hinderance to learners' development in learning the foreign language.…”

Section: Introductionmentioning

confidence: 99%

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Causes of Saudi Students’ Unwillingness to Communicate in the EFL Classrooms

Kadi¹,

Madini²

2019

IJELE

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It can be argued that the ultimate goal of ESL\EFL pedagogy is to enable students to have communicative competence. To achieve this, EFL teachers implement various techniques and strategies that aim to produce communicatively competent students. Nevertheless, one of the major challenges teachers encounter is that students are often passive, unresponsive and unwilling to speak in the classroom. Accordingly, the current study seeks to investigate the causes of Saudi students' unwillingness to communicate in the EFL classroom. A total of 136 Saudi female preparatory year students at the English Language Institute (ELI) in King Abdulaziz University (KAU) participated in this study. To gain a deeper understanding of the causes of this phenomenon, a mixed methods approach was adopted. Two data collection instruments were utilized in this study: an online questionnaire with 126 participants and semi-structured interviews with 10 participants. Descriptive statistics were used to analyze the data obtained from the questionnaire, and the qualitative data obtained from the interviews were analyzed thematically using NVivo. The findings of the study revealed that the unwillingness to communicate is a complex and multifaceted phenomenon that can stem from multiple causes. The main causes reported by the participants were fear of making mistakes, low language proficiency, fear of negative evaluation, shyness, lack of self-confidence, inefficient school education, and teacher\classmates related factors. The study concluded by briefly stating some of the limitations, offering recommendations for future research, and providing valuable suggestions for English language practitioners and policymakers to enhance this communication obstacle

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Section: Discussionsupporting

confidence: 73%

Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

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Causes of Saudi Students’ Unwillingness to Communicate in the EFL Classrooms

Kadi¹,

Madini²

2019

IJELE

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“…Despite being aware of the importance of English speaking skills, many students still have difficulties speaking English as they do not have sufficient vocabulary sources, and English language structures make their oral communication influential and reluctant (Fauzan, 2014). Additionally, Al-Wossabi (2016) states that it is not easy for EFL students to ask simple questions even if they have learned English for several years. However, it is argued by Zhang (2009) that years of exposure do not affect the EFL students' ability in English, but an opportunity for them to use the language is a vital factor directly influencing students' English speaking ability.…”

Section: Introductionmentioning

confidence: 99%

Improving First-Year English-Majored Students’ Speaking Skills through Using Digital Storytelling

Du,

Nguyen,

2024

ijli

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This study aims to investigate the effectiveness of digital storytelling on Vietnamese first-year English-majored students' English-speaking learning at a university in Vietnam. In this study, the students were asked to create English-dubbed animated stories with different topics relating to their speaking lessons by using the Movie Adventure application. Methods for data collection were speaking pre-and post-tests, questionnaires, and interviews. The findings revealed that using digital storytelling as a pedagogical tool for practicing English speaking benefited students' speaking ability. The findings also showed that engaging in the content of stories not only encouraged students' motivation but instilled their confidence to speak in English. The results of the given questionnaires and interviews showed that students responded positively to the implementation of digital storytelling, which facilitated learning by allowing learners to interact and collaborate in English. From the results gained, it was concluded that digital storytelling can be used to create a dynamic speaking learning environment that helps students participate actively in their English-speaking lessons during their learning time.

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Students’ Speaking Anxiety: Ready or Not

Palupi

2021

ELER

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Language is the main common field for communication. For that reason, communication skills must take part in learning a language. Speaking is being a part of English lessons in schools today. However, making students speak English is not always easy, and there can be several different reasons it happens. One possible reason is speaking anxiety and its influence on second language acquisition. The study aims to analyze the students' speaking anxiety when they are in the speaking session. The study is based on literature and contains an interview with the teacher. It is stated that speaking anxiety inhibits students from speaking, which hurts their skills. The research shows that speaking is not the main issue at schools. A reason is that speaking anxiety is not seen as a problem concerning language teaching since it can be considered a social difficulty. In order to enrich speaking in a classroom, it is essential to strive for a joyful atmosphere where every student can feel relaxed and motivated to communicate orally.

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Speaking in the Target Language: Issues and Considerations

Cited by 3 publications

References 26 publications

Causes of Saudi Students’ Unwillingness to Communicate in the EFL Classrooms

Causes of Saudi Students’ Unwillingness to Communicate in the EFL Classrooms

Improving First-Year English-Majored Students’ Speaking Skills through Using Digital Storytelling

Students’ Speaking Anxiety: Ready or Not

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