Abstract
<p style="text-align:justify">This research study investigates the cognitive, psychological and personal factors affecting the accuracy and fluency of English language usage among Arab learners. Early research led by Chomsky (1965) and Krashen (1981) suggested that an individual’s Language Acquisition Device once triggered at the appropriate time and supported with adequate Comprehensible Input can lead to automatic development of an L2. Relevant research suggests that children are born with the instinct or innate facility for language acquisition provided they have no physical or mental impairment (Al Ghazali, 2006). However, past research (Engin and Seven, 2014; Hanani, 2009; Gupta, 2008; Latu, 1994) has led to the identification of additional factors that go beyond the cognitive domain. These factors were examined individually and against a background of teaching methods, phonetics application, and classroom conditions. In this research, a mixed research study was designed in which a survey and interviews were conducted with a number of university students. With minimal effect from the researcher, the data were collected to examine the influence of these factors on learners’ proficiency of English language and application. The findings reveal that Arab learners’ ability to learn English is dependent on psychological motivation, physical needs to apply it, and personal reasoning.</p>
Highlights
Learning English as a foreign language in the Gulf region demands pedagogical expertise from various points: psychological, cognitive, economic, and sociocultural
Research led by Chomsky (1965) and Krashen (1981) suggested that an individual’s Language Acquisition Device once triggered at the appropriate time and supported with adequate Comprehensible Input can lead to automatic development of an L2
The findings reveal that Arab learners’ ability to learn English is dependent on psychological motivation, physical needs to apply it, and personal reasoning
Summary
Learning English as a foreign language in the Gulf region demands pedagogical expertise from various points: psychological, cognitive, economic, and sociocultural. In the classroom, English teachers may find it difficult to encourage students displaying better language performance in and outside of the classroom to support other students who may not be as confident or are hesitant. In this context, the area of learning English as a foreign language has been a subject of frequent research by scholars, with each researcher trying to bridge the gap. These points represent the scope of this research
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