Challenges in Teaching Pronunciation to Saudi Female Learners at Taif University

Abstract

Prince Muhammad Bin Salman’s 2030 vision has amplified the importance of the English language in Saudi Arabia and efforts to increase its use in the Kingdom. This need is illustrated by the increasing trend of Saudi universities and certain corporations requiring prospective students to take regional standardized English examinations. The goal of this study is to identify female Saudi EFL learners’ pronunciation issues, assess needed help, and suggest teaching strategies to EFL instructors. Learners will be examined through a series of pronunciation exams intended to enhance their listening and pronunciation skills. This research is relevant because young people are a key element of HRH Mohammed Bin Salman’s Vision 2030 as they represent the kingdom, internationally. The questions in this study address the challenges instructors confront in dealing with the most common pronunciation issues faced by adult female Saudi students in the EFL classroom. The obstacles faced by ESL instructors teaching pronunciation in schools included self-confidence, professional development knowledge, and instructional methodologies. Fear of making mistakes while pronouncing words was commonly stated as an obstacle to confidence when teaching pronunciation to students. Moreover, several teachers admitted to having difficulty pronouncing some phrases, indicating a lack of familiarity with English pronunciation. According to respondents, the time given to cover the required courses in the program proved insufficient for pronunciation teaching. The most successful method was to include pronunciation tasks in English classrooms. Due to the unique qualities and needs of each student, there are a limited number of instructional materials and other resources accessible on pronunciation.