Abstract

The study aims to assess the role of linguistic and non-linguistic barriers on the English-speaking abilities of Saudi EFL learners. A cross-sectional design was adopted and convenience sampling was employed to recruit the EFL learners in Saudi Universities. An online survey was conducted. Descriptive statistics, t-tests, and factor analysis were performed. The results of the study showed that non-linguistic barriers, affecting English-speaking capabilities included fear of making mistakes, shyness, anxiety, confidence, and a lack of interest. Where the most significant factor was confidence in to impact of English speaking. Moreover, among linguistic barriers i.e., grammar, vocabulary, and pronunciation, vocabulary was the most significant factor to influence the English-speaking ability of the Saudi EFL students. However, no gender-wise discrepancies were found in experiencing these barriers. The study concluded that there was no significant difference between male and female learners. Both genders faced linguistic and non-linguistic barriers. However, pronunciation errors, a lack of vocabulary, and poor knowledge about grammatical structure were the linguistic barriers, faced by the students.

Keywords

Supplementary Files

References

• Abramova, I. E., Ananyina, A. V., Sherehova, O. M., & Shishmolina, E. P. (2020). Overcoming barriers in teaching EFL to non-linguistic students. Education and Self-Development, 15(2), 10-20. https://doi.org/10.26907/esd15.2.02
• Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168. https://doi.org/10.1111/j.1540-4781.1994.tb02026.x
• Al-Khotaba, H. H. A., Alkhataba, E. H. A., Abdul-Hamid, S., & Ibrahim, B. (2020). Foreign language speaking anxiety: A psycholinguistic barrier affecting speaking achievement of Saudi EFL learners. Arab World English Journal (AWEJ) Volume, 10(4), 23. https://doi.org/10.24093/awej/vol10no4.23
• Allen, H. W. (2002). Does studying abroad make a difference? An investigation of linguistic and motivational outcomes [Doctoral dissertation]. Emory University, Atlanta.
• Al-Oqaily, E. I., Bin Haji Salam, A. R., & Kew, S. N. (2022). The use of blackboard in the practice of English-speaking skills among Saudi EFL learners during COVID-19. Arab World English Journal (AWEJ), 19, 4036793. https://doi.org/10.2139/ssrn.4036793
• Alqurashi, H. S., & Althubaiti, H. A. (2021). The role of language proficiency in willingness to communicate: A case study of Saudi EFL learners. Arab World English Journal (AWEJ), 12(2), 469-478.
• Alrabai, F. (2016). Factors underlying low achievement of Saudi EFL learners. International Journal of English Linguistics, 6(3), 21-37. https://doi.org/10.5539/ijel.v6n3p21
• Alrasheedi, S. (2020). Investigation of factors influencing the speaking performance of Saudi EFL learners. Arab World English Journal (AWEJ), 11(4), 66-77. https://doi.org/10.24093/awej/vol11no4.5
• 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. https://doi.org/10.5539/elt.v8n5p33
• Al-Samiri, R. A. (2021). English language teaching in Saudi Arabia in response to the COVID-19 pandemic: Challenges and positive outcomes. Arab World English Journal (AWEJ), 19, 11. https://doi.org/10.24093/awej/covid.11
• Al-Seghayer, K. (2014). The actuality, inefficiency, and needs of EFL teacher-preparation programs in Saudi Arabia. International Journal of Applied Linguistics & English Literature, 3(1), 143-151. https://doi.org/10.7575/aiac.ijalel.v.3n.1p.143
• Al-Tamimi, N. O., Abudllah, N., & Bin-Hady, W. R. A. (2020). Teaching speaking skills to EFL college students through task-based approach: problems and improvement. British Journal of English Linguistics, 8(2), 113-130.
• Al-Tamimi, R. (2019). Policies and issues in teaching English to Arab EFL learners: A Saudi Arabian perspective. Arab World English Journal (AWEJ), 10, 3418071. https://doi.org/10.2139/ssrn.3418071
• Ayres, J., Schliesman, T., & Sonandré, D. A. (1998). Practice makes perfect but does it help reduce communication apprehension? Communication Research Reports, 15(2), 170-179. https://doi.org/10.1080/08824099809362111
• Baldwin, C. (2011). How to overcome shyness during an oral presentation? Ehow. http://www.ehow.com/
• Bilgiç, E., & Tekin, A. (2023). All we can do is trial and error: English language teachers' inclusive practice experiences. Journal of Pedagogical Sociology and Psychology, 5(4), 82-97. https://doi.org/10.33902/jpsp.202324728
• Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The journal of the learning sciences, 2(2), 141-178. https://doi.org/10.1207/s15327809jls0202_2
• Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy. Addition Wesley Longman.
• Brown, H. D., & Abeywickrama, P. (2004). Language assessment: Principles and classroom practices. Pearson Education.
• Burden‐Leahy, S. M. (2009). Globalization and education in the postcolonial world: The conundrum of the higher education system of the United Arab Emirates. Comparative Education, 45(4), 525-544. https://doi.org/10.1080/03050060903391578
• Chen, H. J. (1996). Cross-cultural comparison of English and Chinese metapragmatics in refusal [Doctoral dissertation]. Indiana University, Bloomington.
• Claire, S. (1993). Pronunciation in the NSW adult migrant english service: current practice, future directions [Doctoral dissertation].University of Technology, Sydney.
• Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
• Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39–50.
• Franscy, F., & Ramli, R. (2022). Problems encountered by Indonesian EFL learners in mastering speaking skills. Pioneer: Journal of Language and Literature, 14(1), 1-14. https://doi.org/10.36841/pioneer.v14i1.1176
• Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of English as a second language. Detya.
• Gebhard, J. G. (2006). Teaching English as a foreign or second language: A teacher self-development and methodology guide. University of Michigan Press.
• Ghafar, Z. N., & Amin, M. Y. M. (2022). Difficulties in speaking English among the EFL students in the iraqi kurdistan region. World, 12(6), 286. https://doi.org/10.5430/wjel.v12n6p286
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis. Prentice-Hall.
• Hakim, B. M. (2019). A study of language anxiety among English language learners in Saudi Arabia. Arab World English Journal (AWEJ), 10(1), 64-72. https://doi.org/10.24093/awej/vol10no1.6
• Hamouda, A. (2012). Listening comprehension problems-voices from the classroom. Language in India, 12(8), 1-49.
• Haryanto, T. (2007). Grammatical error analysis in students’ recount texts [Unpublished master’s thesis]. Universitas Negeri Semarang, Semarang.
• Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
• Huang, S. C., & Chang, S. F. (1998). Self-efficacy in learners of English as a Second Language: Four examples. Journal of Intensive English Studies, 12, 23-40.
• Huberman, A. M., & Miles, M. B. (1994). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 428–444). Sage.
• Huo, X. (2020). Higher education internationalization and English language instruction: Intersectionality of race and language in Canadian universities. Springer Nature.
• Hwaider, S. (2017). Problems of teaching listening skills to Yemeni EFL learners. International Journal of Scientific and Research Publications, 7(6), 140-148.
• Ismail, S. M., & Kassem, M. A. M. (2022). Revisiting creative teaching approach in Saudi EFL classes: theoretical and pedagogical perspective. World Journal of English Language, 12(1), 142. https://doi.org/10.5430/wjel.v12n1p142
• Januariza, Y., & Hendriani, S. (2016). Student anxiety in learning to speak. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 468-474.
• Jay W. Jackson (2002) Enhancing Self-Efficacy and Learning Performance,The Journal of Experimental Education, 70(3), 243-254, https://doi.org/10.1080/00220970209599508
• Kheryadi, K., & Hilmiyati, F. (2021). Identifying difficulties encountered by Indonesian EFL learners in an oral presentation. VELES (Voices of English Language Education Society), 5(1), 36-45. https://doi.org/10.29408/veles.v5i1.2486
• Kustati, M., Deswila, N., Besral, B., & Zulfikar, T. (2023). Cross-cultural awareness: EFL learners’ barriers to learning English. Journal of Innovation in Educational and Cultural Research, 4(1), 98-108. https://doi.org/10.46843/jiecr.v4i1.517
• Leonard, J. (2018). Culturally specific pedagogy in the mathematics classroom: Strategies for teachers and students. Routledge.
• MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self‐ratings of second language proficiency: The role of language anxiety. Language learning, 47(2), 265-287. https://doi.org/10.1111/0023-8333.81997008
• Mahdi, D. (2015). Relationship between oral communication apprehension and communication competence among EFL Students. King Khalid University Journal for Humanities, 24(3), 289-306.
• Mahdi, D. A. (2014). Willingness to communicate in English: A case study of EFL students at King Khalid University. English Language Teaching, 7(7), 17-25. https://doi.org/10.5539/elt.v7n7p17
• Maranatha, M., & Sengkey, V. G. (2023). Insights into Indonesian students’ willingness to communicate in English in the classroom. Elsya: Journal of English Language Studies, 5(2), 13-29. https://doi.org/10.31849/elsya.v5i2.13029
• Middleton, F. (2009). Overcome your fear of speaking foreign languages. ESLTeachersboard. http://www.eslteachersboard.com
• Muhammed, A. (2017). The role of age and gender differences in language learning: A case study on Kurdish EFL learners. English Language, Literature & Culture, 2(5), 74-84. https://doi.org/10.11648/j.ellc.20170205.14
• Musabal, A., & AbdAlgane, M. (2023). Exploring the obstacles EFL learners encounter in classroom oral participation from the perspective of tertiary level instructors. Journal of Namibian Studies: History Politics Culture, 33, 1121-1141. https://doi.org/10.59670/jns.v33i.485
• Nadesan, N. K., & Shah, P. M. (2020). Non-linguistic challenges faced by Malaysian students in enhancing speaking skills. Creative Education, 11(10), 1988. https://doi.org/10.4236/ce.2020.1110145
• Nadila, S., Rozal, E., & Andriani, R. (2022). Students’ willingness to communicate (Wtc) In English Language: A case study [Doctoral dissertation]. UIN Sulthan Thaha Saifuddin Jambi, Kota Jambi.
• Němečková, T., & Krylova, P. (2014). The Czech government scholarship programme for students from developing countries–Evaluation findings and policy reflections. Evaluation and program Planning, 43, 83-92. https://doi.org/10.1016/j.evalprogplan.2013.12.002
• Nomatova, N. N. (2021). Developing oral speech competence of English as a foreign language of higher education students of non-philological departments. Current Research Journal of Pedagogics, 2(11), 104-114. https://doi.org/10.37547/pedagogics-crjp-02-11-20
• Nugroho, A. S., Jambari, O., Siswanto, P., & Mukhofilah, I. (2022). Disentangling speaking barriers faced by sports students in classroom discussion: a case study in Indonesian EFL Classroom. Jurnal Educatio FKIP UNMA, 8(4), 1301-1308.
• Nunan D. (1991). Designing tasks for the communicative classroom. Cambridge University Press.
• Nunan, D. (1999). Second language teaching & learning. Heinle & Heinle Publishers.
• Pratama, V. M., & Zainil, Y. (2020). EFL learners’ communication strategy on speaking performance of interpersonal conversation in classroom discussion presentation. In R. N. Rosa, H. Ardi, M. Al-Hafiz, & M. A. Arianto (Eds.), 7th International Conference on English Language and Teaching (ICOELT 2019) (pp. 29-36). Atlantis Press.
• Rajendran, T., & Yunus, M. M. (2021). A systematic literature review on the use of mobile-assisted language Learning (MALL) for enhancing speaking skills among ESL and EFL learners. International Journal of Academic Research in Progressive Education and Development, 10(1), 586-609. https://doi.org/10.6007/ijarped/v10-i1/8939
• Ramli, A. A., & Aladdin, A. (2021). Language Learning Strategies among Undergraduates During Online Learning in Covid-19 Pandemic in A Public University in Malaysia. International Journal of Academic Research in Business and Social Sciences, 11(12), 2452–2470.
• Robby, S. (2010). Conquer your fear of making mistakes when speaking English. EnglishHarmony. http://englishharmony.com/
• Savaşçı, M. (2014). Why are some students reluctant to use L2 in EFL speaking classes? Action research at the tertiary level. Procedia-social and behavioral sciences, 116, 2682-2686. https://doi.org/10.1016/j.sbspro.2014.01.635
• Sayadi, Z. A. (2007). An investigation into first-year engineering students' oral classroom participation: a case study [Doctoral dissertation]. Universiti Teknologi Malaysia, Jalan Iman.
• Schwartz, A. M. (2005). Exploring differences and similarities in the writing strategies used by students in SNS courses. In L. A. O. López & M. Lacorte (Eds.), Contactos y contextos: El español en los Estados Unidos y en contacto con otras lenguas [Contacts and contexts: Spanish in the United States and in contact with other languages]. (pp. 323–334). Iberoamericana/Vervuert.
• Setia, M. S. (2016). Methodology series module 3: Cross-sectional studies. Indian Journal of Dermatology, 61(3), 261. https://doi.org/10.4103/0019-5154.182410
• Tatar, S. (2005). Why keep silent? The classroom participation experiences of non-native-English-speaking students. Language and intercultural communication, 5(3-4), 284-293. https://doi.org/10.1080/14708470508668902
• Thornbury, S. (2005). How to teach speaking. Longman.
• Thornbury, S., & Slade, D. (2006). Conversation: From description to pedagogy. Cambridge University Press.
• Tsui, A. B. M. (1996). Reticence and anxiety in second language learning. In K. Bailey, & D. Nunan (Eds.), Voices from the language classroom (pp. 145-167). Cambridge University Press.
• Varasarin, P. (2007). An action research study of pronunciation training, language learning strategies, and speaking confidence [Unpublished doctoral dissertation]. Victoria University, Melbourne.
• Yates, L. (2001). Teaching pronunciation in the AMEP: Current practice and professional development. AMEP Research Centre.
• Yosintha, R., Yunianti, S. S., & Ramadhika, B. (2021). Structure and written expressions of the TOEFL: Linguistic and non-linguistic constraints. NOBEL: Journal of Literature and Language Teaching, 12(1), 70-90. https://doi.org/10.15642/nobel.2021.12.1.70-90
• Yuyun, I., & Simamora, F. Y. (2021). The use of Youtube to support Efl students' listening skills. English Linguistics and Language Teaching Research Journal, 2(2), 1-12. https://doi.org/10.22236/ellter.v2i2.7512
• Zakhary, A. R. B. (2022). Teaching difficulties in the indonesian language to Egyptian students with Arabic as an intermediary language. MABASAN, 16(2), 279-292.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.