Volume 07 Issue 10 October 2024
Mamoon Muhsin Alaraj
General Courses Unit, Faculty of Engineering, King Abdul-Aziz University, Jeddah 21577, KSA
DOI : https://doi.org/10.47191/ijsshr/v7-i10-14Google Scholar Download Pdf
ABSTRACT
This study investigates the speaking difficulties and strategies used by Saudi university students learning English as a foreign language (EFL). The results reveal significant barriers to speaking fluency, with "limited vocabulary" identified as the most obstructive factor, followed by "lack of practice" and "limited exposure to receptive skills”. Pronunciation issues and reliance on memorization also contributed to speaking challenges, though to a lesser degree. Most participants agreed that these issues hinder fluency development. The research also highlights the effectiveness of various strategies used by fluent EFL students. "Socializing with fluent speakers" and "organizing ideas in advance" emerged as the most effective strategies. Additional strategies like studying a topic thoroughly and receiving feedback from expert speakers were also deemed highly effective. The findings align with existing research on EFL fluency, particularly the emphasis on vocabulary, practice, and social interaction. However, the study provides unique insights into the specific cultural and linguistic challenges faced by Saudi learners, underlining the importance of context-specific approaches to language learning.
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