Abstract
This study aimed at exploring the possible underlying reasons for low speaking proficiency of EFL learners through adopting a qualitative methodology. To approach its goal, this study used a semi-structured interview to collect in-depth details from three EFL learners and one university professor. The internal construction of the interview was associated with the following four items; student, teacher, English materials or textbooks, and the assessment practices used inside classrooms. The findings of this study shed some light on multiple components related to teaching methods, teachers centered approach, students’ motivation, unauthentic English materials. This study recommended further investigation using quasi-experiments to explore more what causes this low speaking performance as well as to propose some valid suggestions and recommendations to develop EFL speaking.
Highlights
Learning English is important in most of the countries
It is elicited that Saudi English learners when they assigned to take English language proficiency exams such as the one operated the ETC educational company TOEFL, or the British version IELTS, Saudi English as a foreign language (EFL) learners perform poorly
This section scrutinizes the studies investigated the topic of second language speaking issues, and specially those studies who aimed at exploring Saudi EFL speaking ones
Summary
Learning English is important in most of the countries. It is more likely that most of the educational systems around the world included English in their educational systems. Saudi Arabia is one of those countries that ensured that learning English as a second language is important for the Saudi learners to cope and effectively communicate with the rest of the world. This study (Alrasheedi, 2020) discussed all four core abilities of language learning must be taught with equal emphasis: reading, writing, listening, and speaking. It has been found that the development of speaking abilities among Saudi EFL students receives insufficient emphasis This effort is made more difficult by the fact that English is not frequently used or spoken in their daily communications. The study adds to the body of knowledge in the field of English language learning (ELL) by focusing on the affective aspects that influence speaking performance among Arabic-speaking EFL students
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