Investigating the Perceptions of EFL Instructors in Improving the Oral Proficiency of Saudi EFL Learners—A Case Study of Majmaah University

Authors

  • Ammar Mohammed Ahmed Mudawy

    Department of English Language, College of Education, Majmaah University, Majmaah 11952, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v6i6.7340
Received: 16 October 2024 | Revised: 15 November 2024 | Accepted: 15 November 2024 | Published Online: 8 December 2024

Abstract

This study aims to explore and investigate University English as a Foreign Language (EFL) instructors’ perceptions of enhancing and improving EFL learners’ oral proficiency in English classrooms in Saudi Arabia and real-life communication. The researcher used a mixed-method approach to achieve the aim of the study. The quantitative method involves the construction of a structured questionnaire based on the EFL instructors’ views to enhance the students’ oral proficiency and was distributed among 30 EFL teachers from Majmaah University. In the quantitative phase, in-depth interviews were conducted with a subset of 6 EFL instructors to gain deeper insights into EFL instructors’ perceptions of improving EFL learners’ oral proficiency. The findings of the study explored that, EFL instructors at Majmaah University agreed that oral proficiency is the most important aspect of overall language proficiency, and they used various strategies to improve the students’ oral proficiency with a clear preference for role-playing, presentations, group discussions, and debates. The findings also stated some problems and challenges such as limited class time, large class sizes, and low student motivation faced by EFL instructors to improve learners’ oral proficiency. The study finally, recommends including the incorporation of more communicative activities, the integration of technology, and the provision of professional development workshops. The findings of the study can give a path to provide some new strategies to overcome the problems and challenges faced by EFL instructors for enhancing EFL learners’ oral proficiency.

Keywords:

Language Proficiency; Oral Proficiency; EFL Instructors’ Perceptions; Saudi EFL Learners; Language

References

[1] Oun, A., 2024. English language in Saudi Arabia: Vision 2030 in the historical prism of a clash between cultures. Frontiers in Communication. 9, 1–11. DOI: https://doi.org/10.3389/fcomm.2024.1205167

[2] Ismat, J., 2023. Implementation of new English language policy in Saudi context: Perceptions, challenges, and remedies. Journal of Language Teaching and Research. 14(5), 1332–1343. DOI: https://doi.org/10.17507/jltr.1405.22

[3] Dalal, A., Bahanshal, A., 2023. From EFL to ESL in the eye of Saudi Vision 2030. Asian Journal of Education and Social Studies. 48(4), 1–10. DOI: https://doi.org/10.9734/ajess/2023/v48i41079.

[4] Bashayer, M., Alshiabani, F.N.A., 2024. The perceptions of Saudi EFL students toward the effect of anxiety on their oral communication. International Journal of English Linguistics. 14(3), 33–41. DOI: https://doi.org/10.5539/ijel.v14n3p33.

[5] Ruqayyah, N., Moafa, R., 2024. Language instructors' perceptions on the utilization of English as an international language in English-speaking instruction. World Journal of English Language. 14(4), 240–253. DOI: https://doi.org/10.5430/wjel.v14n4p240.

[6] Ammar, M., Ahmed, M., 2024. Investigating EFL faculty members' perceptions of integrating artificial intelligence applications to improve the research writing process: A case study at Majmaah University. Arab World English Journal Special Issue on ChatGPT. 169–183.

[7] Maram, M.A., Alwafi, M.A., 2024. Exploring EFL teachers' perceptions of action research in two public universities in Saudi Arabia. International Journal of English Language Education. 12(4), 1–18. DOI: https://doi.org/10.5296/ijele.v12i2.21886.

[8] Eileen, W., Glisan, E., Swender, E.A., et al., 2013. Oral proficiency standards and foreign language teacher candidates: Current findings and future research directions. Foreign Language Annals. 46(2), 264–289. DOI: https://doi.org/10.1111/FLAN.12030.

[9] Broughton, G., Brumfit, C., Flavell, R., et al., 2003. Teaching English as a foreign language, 2nd ed. Routledge: London, UK. p. 256.

[10] Al-Qahtani, A.A., 2016. Why do Saudi EFL readers exhibit poor reading abilities. English Language and Literature Studies. 6(1), 1–15.

[11] Celce-Murcia, M., Brinton, D.M., Snow, C., 2014. Teaching English as a second or foreign language, 4th ed. National Geographic Learning: Mason, OH, USA. pp. 145–147.

[12] Al-Seghayer, K., 2015. Salient Key Features of Actual English Instructional Practices in Saudi Arabia. English Language Teaching. 8(6), 89–99.

[13] AlFares, N.S., 2024. The Challenges of Effective English Language Teaching in Saudi Schools. English Language Teaching. 17(10), 96. DOI: https://doi.org/10.5539/elt.v17n10p96

[14] Nunan, D., 2003. Practical English language teaching, 2nd ed. McGraw-Hill: London, UK. p. 253.

[15] Richards, J.C., 2001. Curriculum development in language teaching. Cambridge University Press: Cambridge, UK. p. 142.

[16] Goh, C.C.M., Burns, A., 2012. Teaching speaking: A holistic approach, 2nd ed. Cambridge University Press: Cambridge, UK. p. 295.

[17] Brown, H.D., 2004. Language assessment: Principles and classroom practices, 2nd ed. Pearson Longman: Singapore. p. 340.

[18] McNamara, T., 2001. Language testing, 2nd ed. Oxford University Press: Oxford, UK. p. 140.

[19] Hedge, T., 2000. Teaching and learning in the language classroom, 2nd ed. Oxford University Press: Cambridge, UK. p. 242.

[20] Richards, J.C., 2008. Teaching listening and speaking: From theory to practice. Cambridge University Press: New York, NY, USA. pp. 1–37.

[21] Kayi, H., 2006. Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal. 12(11), 1–6.

[22] Tawfeeq, H.M., 2024. Kurdish EFL Students' Attitudes towards the Use of Authentic Listening Materials in Improving their Oral Language Proficiency. Journal of language studies. 263–294. DOI: https://doi.org/10.25130/lang.8.4.15

[23] Tiwari, H.P., 2023. Speaking Proficiency of Bachelor Level First Year EFL Students. Voice. 36–45. DOI: https://doi.org/10.3126/voice.v15i2.61439

[24] Islam, M.Z., 2022. The Impact of Self-conversation Recording to Improve EFL Students' Fluency: A Quasi-Experimental Research. REiLA. 4(3), 251–261. DOI: https://doi.org/10.31849/reila.v4i3.6165

[25] Yun, L., Luen, L.C., 2024. Effect of drama in task-based language teaching (TBLT) on the enhancement of junior middle school students' English oral abilities. International Journal of Academic Research in Progressive Education and Development. 13(3), 1669–1684. DOI: https://doi.org/10.6007/ijarped/v13-i3/21908.

[26] Al Mahmud, F.S., Khan, S.S., 2023. Spoken English of Saudi Undergraduate Students: Issues and Strategies. Theory and Practice in Language Studies. 13(9), 2271–2280.‏

[27] Al Hosni, S., Ministry of Education Oman, 2014. Speaking Difficulties Encountered by Young EFL Learners. International Journal on Studies in English Language and Literature (IJSELL). 2(6), 22–30.

[28] Gilakjani, A.P., Sabouri, N.B., 2016. Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review. English language teaching. 9(6), 123–133.‏

[29] Littlewood, W., 2007. Communicative and task-based language teaching in East Asian classrooms. Language teaching. 40(3), 243–249.

[30] Dörnyei, Z., 2009. Individual differences: Interplay of learner characteristics and learning environment. Language learning. 59, 230–248.‏

Downloads

How to Cite

Mudawy, A. M. A. (2024). Investigating the Perceptions of EFL Instructors in Improving the Oral Proficiency of Saudi EFL Learners—A Case Study of Majmaah University. Forum for Linguistic Studies, 6(6), 429–438. https://doi.org/10.30564/fls.v6i6.7340

Issue

Vol. 6 , Iss. 6 (December 2024)

Article Type

Article

License

Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.