Understanding English Speaking Difficulties: Implications for the English Language Curriculum for the Arab Students in a Pakistani University

Abstract

This study aimed to identify the difficulties and their causes, with oral English skills of the Arab students at a leading international university in the South Punjab, Pakistan. To achieve the objectives, the study, using structured questionnaire and semi-structured (semi-standardized) interviews, addressed to the issue and reported the results indicating the relevant problem areas. The quantitative analysis of the data was performed through a one-sample t-test using SPSS version 21, whereas the qualitative analysis of the data acquired from the interviews was accomplished through open-coding and thematic analyses. The deficient oral English academic background, insufficient oral English activities in the current English language curriculum, lack of language classroom plans that provide opportunities to speak English, lack of proficient English language teachers and absence of foundation courses in English at the start of the educational programmes are found to be responsible for the oral English difficulties that these learners are currently facing. The results lead us to question the oral English curriculum for these Arab students and a lack of focus in taking the relevant remedial measures.