Arab EFL University Learners' Perceptions of the Factors Hindering Them to Speak English Fluently

Autor/inn/en	Zrekat, Yousef; Al-Sohbani, Yehia
Titel	Arab EFL University Learners' Perceptions of the Factors Hindering Them to Speak English Fluently
Quelle	In: Journal of Language and Linguistic Studies, 18 (2022) 1, S.775-790 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zrekat, Yousef) ORCID (Al-Sohbani, Yehia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Language Proficiency; English (Second Language); Second Language Instruction; College Students; Student Attitudes; Barriers; Self Efficacy; Anxiety; Negative Attitudes; Language Usage; Class Size; Teaching Methods; Language Skills; Student Motivation; Foreign Countries; Oral Language; Communication Skills; Saudi Arabia + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Collegestudent; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Angst; Negative Fixierung; Sprachgebrauch; Klassengröße; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Kommunikationsstil; Saudi-Arabien
Abstract	Low English proficiency among EFL learners refers to two main factors and these are internal and external factors. Internal factors such as not confident when using English, negative attitudes and anxiety, while the external factors like the lack of opportunities to use English language whether in or outside the classroom. The current study attempts to explore the factors that might hinder the Arab Open University EFL students who were asked to fill out a questionnaire and 59 responded. Using a descriptive analysis, it was found that the major factors which might hinder these learners to speak fluently are mainly (I) practical constraints (The huge number of students inside the classroom reduce the chance of speaking.), (ii) pedagogy and syllabus (Discussions are missing in the classroom. No use of the audio means, and focusing on arts courses, (iii) practice (Lack of practicing speaking in the classroom and a few chances for practicing and applying English in and outside the classroom), (iv) linguistic insufficiency, namely, linguistic gap between students and lack of knowledge of the English rules and vocabulary, and (v) affective factors related to anxiety, attitudes and motivation in particular students being shy and embarrassed and they are not encouraged to speak in English. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01