An investigation of the speaking difficulties encountered by second language learners of English from the perceptions of both English as a foreign language students and their teachers: A case study in Taif, Saudi Arabia

Abstract

Abstract Background Although several investigations have been undertaken to explore the factors that contribute to speaking difficulties among English as a second language (ESL)/EFL students in both developed and developing countries all of which varied in relation to their factors, there is a lack of research in the Saudi context. Accordingly, investigations into these factors might lead to the exploration of a new set of factors which might have an impact on speaking in relation to other outcomes of studies. Therefore, the aim of this study was to investigate the speaking skills difficulties encountered by ESL learners from the perceptions of ESL students themselves in the Saudi context and also those of their teachers as a way of identifying the different strategies that would be utilised by the ESL learners to overcome speaking difficulties. Methods A cross-sectional research design including the distribution of two online surveys for students and teachers was used in this study. The questionnaires consisted of a 5 point Likert scale to define the participants’ level of agreement in relation to 35 statements. The questionnaires also included open research questions which elicited qualitative data. The study aimed to gather data on speaking difficulties encountered by ESL learners from both students and teachers perspective at Taif University English Language Centre (TUELC) in Taif, Saudi Arabia. In addition, it hoped to explore effective techniques and feasible strategies that would be utilised by the ESL learners to overcome speaking difficulties Ten hypotheses were developed form previous studies and were used in the testing protocol of this research. The study employed the purposive sampling technique in the form of total population sampling. The study successfully recruited 34 teachers and 110 students at the TUELC. The numerical data was analysed using SPSS software version 25.0. Findings Key findings found that out of the 34 teachers who participated in the online survey, the majority of participants were female (67.6%). From the students’ perspective a significant correlation was observed between speaking difficulties and four IDVs, namely: affective-related problems; socially-related problems; instructor-related problems; linguistically-related problems. In contrast, a lack of correlation was noted between speaking difficulties and Saudi educational system and facility-related problems. While from the teachers’ perspectives a significant correlation was observed between Speaking difficulties and three IDVs, namely: socially-related problems; instructor-related problems; Saudi educational system and facility-related problems. Meanwhile, a lack of correlation was noted between speaking difficulties and affective-related problems and linguistically-related problems, therefore, the two hypotheses were unapproved. Conclusion The findings of this survey might be used by Saudi teachers, officials and policy makers in the education system in Saudi Arabia to inform educational schemes and help in developing and programmes that evolve around strategies that could minimise or overcome the speaking difficulties amongst EFL students in the Saudi context. It is hoped that such programmes will enhance the speaking skills of Saudi EFL students and help meet the educational objectives of the 2030 Vision and improve student achievements to compete with international standards.