Saudi Students’ Reluctance to Engage in English Communication: Critical Issues and Considerations
Abstract
Teaching English as a foreign language is an important aspect of global education. Yet, a common pedagogical hurdle for EFL instructors is fostering students’ confidence in spoken English, an essential skill for cross-cultural communication and collaboration in today’s interconnected world. Therefore, the paper aims to examine why Saudi EFL students may experience comparable challenges in speaking English, akin to those faced by students in other EFL settings. A comprehensive literature review was carried out, exploring speaking reluctance across diverse contexts, including the Saudi EFL setting. The paper adopted an alternative approach to address students’ reservations about speaking. Diverging from the conventional emphasis on motivations and anxiety as primary contributors to speaking reluctance, this study delved deeper, highlighting the underlying conditions that lead to reduced motivation and heightened anxiety. The review’s findings revealed that conditions including, students’ unreadiness, lack of relevance, artificial and limited learning environments, fear, lack of self-confidence, and low proficiency level are critical sources of anxiety, lack of motivation, and interest. The paper concluded with a thorough discussion of potential implications for language instructors, educational administrators, teaching methodologies, theoretical frameworks, and future research directions, all directed toward overcoming speaking reluctance among Saudi EFL students.
https://doi.org/10.26803/ijlter.23.8.4
Keywords
Full Text:
PDFReferences
Adem, H., & Berkessa, M. (2022). EFL teachers’ cognitions about teaching speaking skills. GIST – Education and Learning Research Journal, 24, 65–94. https://doi.org/10.26817/16925777.1308
Ahmed, N., Pathan, Z., & Khan, F. (2017). Exploring the causes of English language speaking anxiety among postgraduate students of University of Balochistan, Pakistan. International Journal of English Linguistics, 7(2). https://doi.org/10.5539/ijel.v7n2p99
Ahmetovi?, E., Be?irovi?, S., & Dubravac, V. (2020). Motivation, anxiety and students’ performance. European Journal of Contemporary Education, 9(2), 271–289. https://doi.org/10.13187/ejced.2020.2.271
Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature, 2(6), 22–30. https://www.researchgate.net/publication/270340628_Speaking_Difficulties_Encountered_by_Young_EFL_Learners
Alfallaj, F., & Al Ahdal, A. (2017). Authentic assessment: Evaluating the Saudi EFL tertiary examination system. Theory and Practice in Language Studies, 7(8), 597–607. http://dx.doi.org/10.17507/tpls.0708.01
Alhmadi, N. S. (2014). English speaking learning barriers in Saudi Arabia: A case study of Tibah University. Arab World English Journal, 5(2) 38–53. https://awej.org/saudi-efl-learners-speaking-skills-status-challenges-and-solutions/
Ali, J. K. M., Shamsan, M.A., Guduru, R., & Yemmela, N. (2019). Attitudes of Saudi EFL learners towards speaking skills. Arab World English Journal, 10(2) 253–364. https://dx.doi.org/10.24093/awej/vol10no2.27
Al-Johani, H. M. (2009). Finding a way forward: The impact of teachers’ strategies, beliefs, and knowledge on teaching English as a foreign language in Saudi Arabia [Doctoral dissertation]. University of Strathclyde. https://file:///C:/Users/HP/Downloads/Documents/T12489.pdf
Al-Khairy, M. (2013). English as a foreign language learning demotivational factors as perceived by Saudi undergraduates. European Scientific Journal, 9, 365–382.
Allwright, R., & Bailey, K. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge University Press. https://doi.org/10.1017/S0261444800006856
Almegren, R. (2022). Politics and foreign language learning: A study of Saudis’ motivations to learn English following the announcement of Saudi Vision 2030. Journal of Language and Linguistic Studies, 18(1), 135–158. https://doi.org/10.52462/jlls.171
Almulla, M. A., & Alamri, M. M. (2021). Using conceptual mapping for learning to affect students’ motivation and academic achievement. Sustainability, 13(7), Article 4029. https://doi.org/10.3390/su13074029
Alqahtani, M. (2019). Saudi student and teacher perceptions of poor high school results and overall proficiency in English. Journal of Asian Research, 3(3), 251–263. http://dx.doi.org/10.22158/jar.v3n3p251
Alrabai, F. (2014). A model of foreign language anxiety in the Saudi EFL context. English Language Teaching, 7(7), 82–101. https://dx.doi.org/10.5539/elt.v7n7p82
Alrabai, F. (2015). The influence of teachers’ anxiety-reducing strategies on learners’ foreign language anxiety. Innovation in Language Learning & Teaching, 9(2), 163–190. https://dx.doi.org /10.1080/17501229.2014.890203
Alresheed, S. (2012). Exploring the nature of the Saudi English teachers’ beliefs and attitudes toward EFL and its effect on their teaching practice [Conference session]. The Saudi Scientific International Conference. https://www.researchgate.net/publication/260831672_Exploring_the_nature_of_the_Saudi_English_teachers%27_beliefs_and_attitudes_toward_EFL_and_its_effect_on_their_teaching_practice
Al-Seghayer, K. (2023). The newfound status of English in 21st-century Saudi Arabia. International Journal of Linguistics, 15(4), 82–103. https://doi.org/10.5296/ijl.v15i4.21262
Alshammari, H. A. (2021). Challenges in pronouncing onset clusters in pseudo-words: A quasi-experiment of Saudi EFL Learners. Journal of Positive Psychology & Wellbeing, 5(4), 129?144. https://dx.doi.org/10.24093/awej/vol13no1.9
Al-Shehri A. (2004). The development of reusable online learning resources for instructional design students based on the principles of learning objects [Doctoral dissertation]. Kansas State University. CORE. https://core.ac.uk/download/pdf/5164188.pdf
Al-wossabi, S. (2014). Spoken grammar: An urgent necessity in the EFL context. English Language Teaching, 7(6), 19–25. http://dx.doi.org/10.5539/elt.v7n6p19.
Al-wossabi, S. (2016a). A conversational analysis model for promoting practices of interactional competence in the EFL context. International Journal of English Linguistics, 6(6), 44–32. http://dx.doi.org/10.5539/ijel.v6n6p32
Al-wossabi, S. (2016b). Speaking in the target language: Issues and considerations. Journal of Language Teaching and Research, 7(5), 886–893. http://dx.doi.org/10.17507/jltr.0705.08
Al-wossabi, S. (2024). College English teaching in Saudi Arabia: Challenges and solutions. World Journal of English Language, 14(1), 535–543. https://doi.org/10.5430/wjel.v14n1p535
Ansari, M. S. (2015). Speaking anxiety in ESL/EFL classrooms: A holistic approach and practical study. International Journal of Educational Investigations, 2, 38–46. https://file:///C:/Users/HP/Downloads/Documents/IJEIonline_Vol.2_No.4_2015-4-04.pdf
Appatova, V., & Prats, H. (2007). Effective academic environment for under-prepared college/university learners: Listen to student voices [Paper presentation]. 16th EANAnnual Conference Access to Success: The Student Experience from Pre-Entry to Employment. Galway: National University of Ireland. https://ean edu.org/about/victoria_appatova.ppt/
Arai, K. (2004). What demotivates language learners? Qualitative study on demotivational factors and learners’ reactions. Bulletin of Toyo Gakuen University, 12(3), 39–47. https://file:///C:/Users/HP/Downloads/Documents/4335-9365-1-SM.pdf
Ashraf, T. A. (2015). Blended learning communication problems confronting Saudi learners of English. International Journal of English and Education, 4(3), 438–447. http://dx.doi.org/10.13140/RG.2.2.14014.95048
Barbieri, F., & Eckhardt, S. (2007). Applying corpus-based findings to form-focused instruction. Language Teaching Research, 11(3), 319–346. http://dx.doi.org/10.1177/1362168807077563
Barnawi, O., & Al-Hawsawi, S. (2017). English education policy in Saudi Arabia: English language education policy in the Kingdom of Saudi Arabia: Current trends, issues and challenges. In R. Kirkpatrick (Ed.), English language education policy in the Middle East and North Africa (pp. 199–222). Springer. https://doi.org/10.1007/978-3-319-46778-8_12
Ba?öz, T., & Erten, I. H. (2019). A qualitative inquiry into the factors influencing EFL learners’ in class willingness to communicate in English. Novitas-ROYAL (Research on Youth and Language), 13(1), 1–18. https://files.eric.ed.gov/fulltext/EJ1214141.pdf
Biber, D., & Reppen, R. (2002). What does frequency have to do with grammar teaching? Studies in Second Language Acquisition, 24(2), 199–208. http://dx.doi.org/10.1017/S0272263102002048
Brady, S. T., Hard, B. M., & Gross, J. J. (2018). Reappraising test anxiety increases academic performance of first-year college students. Journal of Educational Psychology, 110(3), 395–406. https://doi-org.ezproxy.samford.edu/10.1037/edu0000219.supp
Brown, H. D. (2015). Teaching by principles: An approach to language pedagogy. Pearson Longman.
Burden, P. (2004). The teacher as facilitator: Reducing anxiety in the EFL university classroom. JALT Hokkaido Journal, 8, 3–18. https://www.researchgate.net/publication/288268199_The_teacher_as_facilitator_Reducing_anxiety_in_the_EFL_university_classroom
Campbell, C., & Ortiz, J. (1991). Helping students overcome foreign language anxiety: A foreign language anxiety workshop In E. K. Horwitz, & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 153–168). Englewood Cliffs, NJ: Prentice Hall.
Carter, R., & McCarthy, M. (2006). Cambridge grammar of English. A comprehensive guide. Cambridge University Press.
Chew, S. L., Beck, H. B., Houk, E. K., McLung, E. M., Wertenberger, A. N., Haine, E. A., & Schneider, E. C. (2018). Trust in and rapport with the teacher as separate components of a successful student mindset [Paper presentation]. Annual Conference on Teaching.
Cox, R. D. (2011). The college fear factor. How students and professors misunderstand one another. Harvard University Press.
Cristobal, J. A., & Lasaten, R. C. S. (2018). Oral communication apprehensions and academic performance of Grade 7 students. Asia Pacific Journal of Multidisciplinary Research, 6(3), 5–16. https://www.apjmr.com/wp content/uploads/2018/07/APJMR 2018.6.3.02a.pdf
Cullen, R., & Kuo, I. C. (2007). Spoken grammar and ELT course materials: A missing link? TESOL Quarterly, 41(2), 361–386.
Daly, J. (1991). Understanding communication apprehension: An introduction for language educators. In E. K. Horwitz, & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 3–14). Prentice Hall.
Donald, S. (2010). Learning how to speak: Reticence in the ESL classroom. The Annual Review of Education Communication, and Language Sciences, 7, 41–58. https://file:///C:/Users/HP/Downloads/Documents/donald_vol7.pdf
Dörnyei, Z. (2001). Teaching and researching motivation. Pearson Education Limited.
Dwyer, E., & Heller-Murphy, A. (1996). Japanese learners in speaking classes. Edinburgh Working Papers in Applied Linguistics, 7, 46–55. https://file:///C:/Users/HP/Downloads/Documents/ED395511.pdf
Elyildirim, S., & Ashton, S. (2006). Creating positive attitudes towards English as a foreign language. English Teaching Forum, 44(4), 2–11. https://eprints.qut.edu.au/12256/1/12256.pdf
Falout, J., & Maruyama, M. (2004). A comparative study of proficiency and learner demotivation. The Language Teacher, 28(8), 3–9. https://file:///C:/Users/HP/Downloads/Documents/tlt38.1-art1.pdf
Fareh, S. (2010). Challenges of teaching English in the Arab world: Why can’t EFL programs deliver as expected? Procedia – Social and Behavioral Sciences, 2(2), 3600–3604. https://doi.org/10.1016/j.sbspro.2010.03.559
Gaudart, H. (1992). Persuading students to speak in English. In B. Wijasuria, & H. Gaudart (Eds), Teaching and learning English in challenging situations [Conference session]. Proceedings for the first Malaysian English Language Teaching Association International Conference.
Ghalley, L. R., & Rai, B. M. (2019). Factors influencing classroom participation: A case study of Bhutanese higher secondary student. Asian Journal of Education and Social Studies, 4, 1?14. https://doi.org/10.9734/ajess/2019/v4i330118
Gijbels, D., van de Watering, G., Dochy, F., & van den Bossche, P. (2006). New learning environments and constructivism: The students’ perspective. Instructional Science, 34, 213–226. https://doi.org/10.1007/s11251-005-3347-z
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97-118. https://doi.org/10.1017/S0261444807004144
Jackson, R. R. (2011). How to motivate reluctant learners. ASCD.
Hamouda, A. (2013). An exploration of causes of Saudi students’ reluctance to participate in the English language classroom. International Journal of English Language Education, 1(1), 17–34. https://doi.org/10.5296/ijele.v1i1.2652
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826. https://doi.org/10.1016/S0742-051X(00)00028-7
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317
Jaén, M. M., & Basanta, C. P. (2009). Developing conversational competence through language awareness and multimodality: The use of DVDs. ReCALL, 21(3), 283–301. https://doi.org/doi:10.1017/S0958344009990036
Jiang, L., Meng, H., & Zhou, N. (2021). English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688211027459
Jiao, S., Wang, J., Ma, X., You, Z., & Jiang, D. (2022). Motivation and its impact on language achievement: Sustainable development of ethnic minority students’ second language learning. Sustainability, 14(13), Article 7898. https://doi.org/10.3390/su14137898
Kayao?lu, M. N., & Sa?lamel, H. (2013). Students’ perceptions of language anxiety in speaking classes. Tarih Kültür ve Sanat Ara?t?rmalar? Dergisi, 2(2), 142–160. https://doi.org/10.7596/taksad.v2i2.245
Khan, I. (2011). Learning difficulties in English: Diagnosis and pedagogy in Saudi Arabia. Educational Research, 2(7), 1248–1257. https://doi.org/10.4197/Art.29-4.27
Kim, K. J. (2009). Demotivating factors in secondary English education. English Teaching, 64(4), 249–267. https://doi.org/10.15858/engtea.64.4.200912.249
Kincheloe, J. (2005). Critical constructivism. Peter Lang Publishing.
Kojima, S. (2004). English learning demotivation in Japanese EFL students: Research in demotivational patterns from the qualitative research results of three different types of high schools [Master’s thesis]. Kwansei Gakuin University.
Kozhevnikova, E. (2014). Exposing students to authentic materials as a way to increase students’ language proficiency and cultural awareness. Procedia – Social and Behavioral Sciences, 116, 4462–4466. https://doi.org/10.1016/j.sbspro.2014.01.967
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301–346. https://doi.org/10.1017/S0261444817000088
Leo, S. (2013). A challenging book to practice teaching in English. Andi.
Little, D. (1991). Learner autonomy 1: Definitions, issues, and problems. Authentik. https://file:///C:/Users/HP/Downloads/Documents/LearnerautonomyLittle2003.pdf
Liu, M. (2007). Anxiety in oral English classrooms: A case study in China. Indonesian Journal of English Language Teaching, 3, 119–137. https://doi.org/10.25170/ijelt.v3i1.132
MacIntyre, P. D., & Gardner, R. C. (1991). Investigating language class anxiety using the focused essay technique. The Modern Language Journal, 75(3), 296–304. https://doi.org/10.1111/j.1540-4781.1991.tb05358.xx
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305. https://doi.org/10.1111/j.1467-1770.1994.tb01103
MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language learning: Towards a theoretical clarification. Language Learning, 39, 251–275. https://doi.org/10.1111/j.1467-1770.1989.tb00423.x
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82, 545–562. https://doi.org/10.1111/j.1540 4781.1998.tb05543.x
Maher, K., & King, J. (2023). Language anxiety and learner silence in the classroom from a cognitive-behavioral perspective. Annual Review of Applied Linguistics, 43, 105–111. https://doi.org/10.1017/S0267190523000077
Morris, T.H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 65, 633 - 653. http://dx.doi.org/10 10.1007/s11159-019-09793-2
Musliadi, U. (2016). The problems of teaching speaking with respect to the teaching methodology: Task-based language teaching. Ethical Lingua, 3(1), 74–88. https://oaji.net/articles/2016/4019-1476890181.pdf
Qin, X., & Wen, Q. (2002). Internal structure of EFL motivation at the tertiary level in China. Foreign Language Teaching and Research, 34, 51–58. https://www.scirp.org/reference/ReferencesPapers?ReferenceID=1811876
Rahmat, N. H. (2020). Investigating the cycle of fear in a foreign language. European Journal of Foreign Language Teaching, 5(1) 117–127. http://dx.doi.org/10.46827/ejfl.v5i1.3245
Rajab, H. (2013). Developing speaking and writing skills of L1 Arabic EFL learners through teaching of IPA phonetic codes. Theory and Practice in Language Studies, 3, 653–659. http://dx.doi.org/10.4304/tpls.3.4.653-659
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching: Cambridge University Press. https://doi.org/10.1017/9781009024532
Rudnai, Z. (1996). Demotivation in learning English among secondary school students in Budapest [Master’s thesis]. University of Jyvskyl, Finland.
Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53(2), 338?352. https://doi.org/10.1111/flan.12461
Sevy-Biloon, J., & Chroman, T. (2019). Authentic use of technology to improve EFL communication and motivation through international language exchange video chat. Teaching English with Technology, 19(2), 44–58. https://files.eric.ed.gov/fulltext/EJ1215376.pdf
Sparks, R. L., & Ganschow, L. (1991). Foreign language learning differences: Affective or native language aptitude differences? Modern Language Journal, 75(1), 3–16. https://doi.org/10.2307/329830
Sparks, R., & Ganschow, L. (1993a). The impact of native language learning problems on foreign language learning: Case study illustrations of the linguistic coding deficit hypothesis. Modern Language Journal, 77, 58–74. https://doi.org/10.2307/329559
Sparks, R., & Ganschow, L. (1993b). Searching for the cognitive locus of foreign language learning difficulties: Linking first and second language learning. Modern Language Journal, 77(3), 289–302. https://doi.org/10.2307/329098
Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: Which comes first? Language Teaching Research, 6, 245–266. http://dx.doi.org/10.1191/1362168802lr106oa
Taylor, H. H. (1987). Communication apprehension: The quiet student in your classroom. ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Tsuchiya, M. (2006a). Factors in demotivation of lower proficiency English learners at college. The Kyushu Academy Society of English Language Education, 34, 87–96.
Tsuchiya, M. (2006b). Profiling of lower achievement English learners at college in terms of demotivating factors. Annual Review of English Language Education, 17, 171–180. https://doi.org/10.20581/arele.17.0_171
Turner, J. E. (2007). Readiness for self-directed learning: Comparison of college-prep and vocational education public high school seniors [Doctoral thesis]. University of Missouri, St. Louis.
Usher, A. (2012). What nontraditional approaches can motivate unenthusiastic students? Center on Education Policy. https://file:///C:/Users/HP/Downloads/Documents/ED532672.pdf
Walsh, S. (2012). Conceptualizing classroom interactional competence. Novitas – ROYAL (Research on Youth and Language), 6(1), 1–14. http://www.novitasroyal.org/Vol_6_1/Walsh.pdf
Walton, G. M., Cohen, G. L., Cwir, D., & Spencer, S. J. (2012). Mere belonging: The power of social connections. Journal of Personality and Social Psychology, 102, 513–532. https://doi-org.ezproxy.samford.edu/10.1037/a0025731
Wang, G. Q. (2020). On the strategies to cultivate college students’ autonomous English learning ability in the new era. English Language Teaching, 13, 94–99. https://doi.org/10.5539/elt.v13n11p94
Wang, J., & Rao, N. (2022). What do Chinese students say about their academic motivational goals: Reasons underlying academic strivings? Asia Pacific Journal of Education, 42(2), 245–259. https://doi.org/10.1080/02188791.2020.1812513
Wasiq, A. A., & Helmand, A. (2021). Language speaking anxiety in EFL classes at English department, Kandahar University. International Journal of Scientific and Research Publications (IJSRP), 11(2), 730–741. https://doi.org/10.29322/ijsrp.11.02.2021.p11091
Williams, K., & Andrade, M. (2008). Foreign language learning anxiety in Japanese EFL university classes: Causes, coping, and locus of control. Electronic Journal of Foreign Language Teaching, 5, 181–191. https://file:///C:/Users/HP/Downloads/Documents/williams.pdf
Wilson, J. H., Ryan, R. G., & Pugh, J. L. (2010). Professor–student rapport scale predicts student outcomes. Teaching of Psychology, 37, 246–251. https://doi.org/10.1080/00986283.2010.510976
Xia, Y., & Xu, Y. (2018). On the influence of classroom environment on negative academic emotions of English majors. Foreign Languages and Their Teaching, 3, 65–76 + 144–145. https://doi.org/10.1177/13621688221111
Yates, L., & Zielinski, B. (2009). Give it a go: Teaching pronunciation to adults. Macquarie University. https://www.academia.edu/87980183/Give_it_a_go_teaching_pronunciation_to_adults
Yilmaz, R. (2016). Knowledge sharing behaviors in e-learning community: Exploring the role of academic self-efficacy and sense of community. Computers in Human Behavior, 63, 373–382. https://doi.org/10.1016/j.chb.2016.05.055
Young, D. J. (1992). Language anxiety from the foreign language specialist’s perspective: Interviews with Krashen, Omaggio Hadley, Terrell, and Rardin. Foreign Language Annals, 25(2), 157–172. https:// doi.org/10.1111/j.1944-9720.1992.tb00524.x
Zain, Z. M., Ibrahim, M. R., Bakar, A. A., & Rahmat, N. H. (2023). The influence of motivation and fear in the learning of a foreign language. International Journal of Academic Research in Business and Social Sciences, 13(6), 1583–1598. http://dx.doi.org/10.6007/IJARBSS/v13-i6/17040
Zhang, R., & Zhong, J. (2012). The hindrance of doubt: Causes of language anxiety. International Journal of English Linguistics, 2, 27–33. https://10.5539/ijel.v2n3p27
Zhang, X., & Head, K. (2010). Dealing with learner reticence in the speaking class. ELTJournal, 64, 1–9. https://doi.org/10.1093/elt/ccp018
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493