Arab World English Journal (AWEJ) Volume 11. Number4  December 2020                                       Pp. 66-77
DOI: https://dx.doi.org/10.24093/awej/vol11no4.5

 Full paper PDF

 

 

Investigation of Factors Influencing Speaking Performance of Saudi EFL Learners

Saleh Alrasheedi
Department of English, College of Education
Majmaah University, Majmaah, Saudi Arabia

 

Abstract:
Equal focus needs be placed on teaching all four basic skills of language learning: reading, writing, listening, and speaking. However, it is observed that due attention is not devoted to developing speaking skills in Saudi EFL learners; this task is especially challenging as English is not widely used or spoken in their day-to-day communication. The current study aims to investigate the psychological factors which affect learners’ speaking performance by: (a) examining the strategies learners use for developing speaking skills, (b) identifying obstacles confronted by learners in developing speaking skills, and (c) suggesting ways to facilitate the acquisition of English speaking skills. The research seeks answers to these questions: (1) What are some psychological factors affecting speaking skills of students? (2) Why do learners find speaking in English so difficult? . I distributed a questionnaire among 200 female and male participants majoring in various fields at Majmaah university in Saudi Arabia. I employed SPSS to analyze the accumulated data and displayed the results in descriptive tables. The results reveal that affective factors impacting students’ performance in speaking skills are shyness, peer pressure, anxiety, and fear of making mistakes. Other factors that hinder speaking performance are paucity of necessary vocabulary, lack of exposure to the target language, and scarce opportunities to practice speaking outside the classroom. The study contributes to the existing English language learning (ELL) literature through its focus on the affective factors impacting speaking performance in Arabic-speaking EFL learners.
Keywords: affective factors, language learners, motivation, speaking performance, teaching strategies

Cite as: Alrasheedi, S. (2020). Investigation of Factors Influencing Speaking Performance of Saudi EFL Learners (1990). Arab World English Journal11 (4) 66-77.
DOI: https://dx.doi.org/10.24093/awej/vol11no4.5 

References

Ahmed, S. (2015a). Attitudes towards English language learning among EFL learners at UMSKAL. Journal of Education and Practice6(18), 6-16.

Ahmed, S. (2015b). Moroccan female rural students’ at­titudes towards learning English. Arab World English Journal (AWEJ), 6(4), 291-305.

Al Asmari, A. (2013). Saudi University undergraduates’ language learning attitudes: A preparatory year perspective. International Journal of Asian Social Science, 3(11), 2288-2306.

Alhaisoni, M., & Rahman M. (2013). Teaching English in Saudi Arabia: Prospects and challenges. Journal of Literature, Languages and Linguistic, 26(1), 112-118.

Alhmadi, N. (2014). English speaking learning barriers in Saudi Arabia: A case study of Tibah University. Arab World English Journal (AWEJ), 5(2), 38-53.

Alkaff, A. (2013). Students’ attitudes and perceptions towards learning English. Arab World English Journal (AWEJ), 4(2), 106-121.

Alrabai, F. (2014). A model of foreign language anxiety in the Saudi EFL context. English Language Teaching, 7(7), 82-101.

Al Noursi, O. (2013). Attitude towards learning English The case of the UAE Technological High School. Educational Research4(1), 21-30.

Al samadani, H., & Ibnian, S. (2015). The relationship be­tween Saudi EFL students’ attitudes towards learning English and their academic achievement. International Journal of Education and Social Science, 2(1), 92-102.

Alrashidi, O., & Phan, H. (2015). Education context and En­glish teaching and learning in the Kingdom of Saudi Arabia: An Overview.. English Language Teaching, 8(5), 33-44.

Al-Seghayer, K. (2014). The four most common con­straints affecting English teaching in Saudi Arabia. In­ternational Journal of English Linguistics, 4(5), 17-26.

Asif, F. (2017). The anxiety factors among Saudi EFL learners: A study from English language teachers’ perspective. Canadian Center of Science and Education, English Language Teaching, 10(6) 160-173.

Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.

Beebe, L. M. (1985). Input: Choosing the right stuff. In S. Y. Gass, S. Y. & Madden, C. G. (Eds.), Input in Second Language Acquisition (pp. 404-414). Rowley, MA: Newbury House.

Canale, M., & Swain, M. (1980). Theoretical bases of com­municative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.

Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika16(3), 297-334.

Fareh, S. (2010). Challenges of teaching English in the Arab world: Why can’t EFL programs deliver as expected? Procedia Social and Behavioral Sciences, 2(2), 3600–3604.

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences (3rd ed.) New York, NY: Basic Books.

Gardner, R. C., & Lambert, W. E. (1972). Attitude and motivation in second language learning. Rowley, MA: Newbury House.

Goh, C., & Burns, A. (2012). Teaching speaking: A holistic approach. New York: Cambridge University Press.

Gubaily, M. (2012). Challenges of teaching and learning spoken English in Yemen. International Journal of Social Science Tomorrow, 1(3), 1-8. Retrieved from www.ijsst.com.

Hamad, M. (2013). Factors negatively affect speaking skills at Saudi colleges for girls in the South. Canadian Center of Science and Education. English Language Teaching, 6(12), 87-97.

Hong, Y. C., & Ganapathy, M. (2017). To investigate ESL students’ instrumental and integrative motivation towards English language learning in a Chinese school in Penang: Case study. English Language Teaching, 10(9), 17-35.

Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.

Khan, I. A. (2011). Learning difficulties in English: Di­agnosis and pedagogy in Saudi Arabia. International Research Journal, 2(7), 1248-1257. Retrieved from http://interesjournals.org

Krashen, S. D. (2002 [1981]). Second language acquisition and second language learning (Online ed.). Oxford: Pergamon. Retrieved from http://www.sdkrashen.com/content/books/sl_acquisition_and_learning.pdf

Kumaravadivelu, B. (2006). Understanding language teaching from methods to postmethod: ESL & applied linguistics professional series. Mahwah, NJ: Erlbaum .

Lightbown, M. P., & Spada, N. (2006). How languages are learned. Oxford: Oxford University Press.

Littlewood, W., & William, L. (1981). Communicative language teaching: An introduction. Cambridge: Cambridge University Press.

Mahadi, T. S. T., & Jafari, S. M. (2012). Motivation, its types, and its impacts in language learning. International Journal of Business and Social Science, 3(24), 230-235.

Mahboob, A., & Elyas, T. (2014). English in the Kingdom of Saudi Arabia. World Englishes, 33(1), 128-142.

McArthur, T. (2005). Concise Oxford Companion to the English Language. Oxford: Oxford University Press.

Piran, N. A. (2014). The relationship between self-concept, self-efficacy, self-esteem and reading comprehension achievement: Evidence from Iranian EFL learners. International Journal of Social Science & Education, 5(1), 58-66.

Rabab’ah, G. (2003). Communication problems facing Arab learners of English. Journal of Language and Learn­ing, 3(1), 180-197.

Soomro, A. F., & Farooq, M. U. (2018). EFL Learners’ attitude towards developing speaking skills at the University of Taif, Saudi Arabia. International Journal of English Linguistics8(3), 318-327.

Tanni, Z. A. I. (2015). Attitudes toward English among Al-Quds Open University students in Tulkarm branch. World Journal of Education5(3), 139-147.

Thirusanku, J., & Yunus, M. M. (2014). Status of English in Malaysia. Asian Social Science, 10(14), 254-260. https://doi.org/10.5539/ass.v10n14p254

Wang, C. (2009). On linguistic environment for foreign language acquisition. Asian Culture and History, 1(1) 58-62.

Wong-Fillmore, L. (1989). Language learning in social con­text: The view from research in second language learn­ing. In R. Dietrich & C. F. Graumann (Eds.), Language processing in social context (Vol. 54, pp. 277-302). Amsterdam: Elsevier.

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
https://dx.doi.org/10.24093/awej/vol11no4.5 
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Dr. Saleh A. Alrasheedi is an Assistant Professor in the English Department of the College of
Education at Majmaah University in Saudi Arabia. He holds a PhD in Computer Assisted
Language Learning, an MA in TESOL, and an MA in Applied Linguistics. His current research
interests are ELT via mobile assisted language learning (MALL), eLearning, ELL through social
media, and speaking performance of EFL learners. ID ORCid: https://orcid.org/0000-0001-7165-
3656