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Journal articles on the topic 'Saudi EFL; English Language: Language Challenges; Improving EFL learning'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Mazen, Salem Alseadan. "Improving Listening Skills of Saudi EFL Learners." International Journal of Social Science and Human Research 04, no. 12 (2021): 3682–87. https://doi.org/10.47191/ijsshr/v4-i12-31.

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This is an introductory investigation of English listening challenges of Saudi EFL learners. This study attempts to find out the underlying reasons that cause Saudi EFL learners to end up with low English listening performance as it is indicated in the annual reports of ETS educational company. This study follows a qualitative methodology since it seeks in-depth details through implementing a semi-structured interview. The participants were totally four; a) three Saudi EFL learners, and b) one professor. This study founded that the proposed main reasons that can cause Saudi EFL learners to per

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2

Saad, Khidr M. Alruwaili. "Analysis of Underlying Reasons for Low Saudi EFL Performance." International Journal of Social Science and Human Research 04, no. 11 (2021): 3326–32. https://doi.org/10.47191/ijsshr/v4-i11-36.

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This study aimed at investigating the underlying reasons of challenges that can cause Saudi EFL learners to have lower English performance. This study follows a qualitative method through interviewing three college students at Jouf University and one professor. The self-constructed interviews were basically targeted four items; 1) students’ related issues, 2) teachers’ related issues, 3) curricula- related issues, and 4) assessment related issues. The finding of this study have indicated that the primary challenges of Saudi EFL learners were due to their lower internal and intrinsi

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Omar, Abdulfattah, and Iman El-Nabawi Abdel Wahed Shaalan. "Intercultural Competence in EFL Learning: Implications for Sustainable Development." World Journal of English Language 13, no. 8 (2023): 335. http://dx.doi.org/10.5430/wjel.v13n8p335.

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In today's globalized world, the development of intercultural competence is essential for the learners of English as a Foreign Language (EFL). This paper aims to investigate the significance of intercultural competence in relation to sustainable development and explore the challenges faced by EFL learners in acquiring this essential skill in the Egyptian and Saudi universities. The study is based on the premise that improving intercultural competence among EFL learners can significantly contribute to sustainable development. Intercultural competence fosters mutual understanding, tolerance, and

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Amani, K.H Alghamdi, and Al Ahmed Safa. "Effective Methods for Teaching English Vocabulary to Saudi Female Students." Journal of Education and Learning (EduLearn) 12, no. 1 (2018): 118–25. https://doi.org/10.11591/edulearn.v12i1.9125.

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Learning vocabulary in an English-language classroom is a major challenge for many students as it is an essential part of foreign language learning. Words convey meaning, and the expansion of vocabulary helps to eliminate misunderstandings in communication. This study investigates the impact of implementing new vocabulary teaching strategies-context drills, word-onboard games, flash-card games, mini-presentations and role playing, dictionary use and blended learning-to develop ESL learners’ vocabulary acquisition. The control group was taught vocabulary using the traditional didactic tea

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AMANI, K. HAMDAN ALGHAMDI, and ABDULSALAM ALAHMAD SAFA'A. "EFFECTIVE METHODS FOR TEACHING ENGLISH VOCABULARY TO SAUDI FEMALE STUDENTS." Journal of Global Research in Education and Social Science 10, no. 4 (2017): 154–62. https://doi.org/10.5281/zenodo.1434013.

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Learning vocabulary in an English-language classroom is a major challenge for many students as it is an essential part of foreign-language learning. Words convey meaning and the expansion of vocabulary helps to eliminate misunderstandings in communication. This study investigates the impact of implementing new vocabulary teaching strategies—context drills, word-on-board games, flash-card games, mini-presentations, role playing, dictionary use and blended learning—to promote ESL learners’ vocabulary acquisition. The control group was taught vocabulary using the traditional did

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Madi Albogami, Mohammed. "Do Online Classes help EFL Learners Improve their English Language skills? A Qualitative Study at a Saudi University." Arab World English Journal, no. 2 (January 24, 2022): 281–89. http://dx.doi.org/10.24093/awej/covid2.18.

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The unprecedented time of COVID-19 has called schools and educators worldwide to think of transferring education from face-to-face based to become more digital oriented. This transformation has pros and cons. Scholars in the field are questioning investigating the challenges that online learning entails; however, one of the issues still not fully investigated in the literature is how effective online learning on improving the EFL learners’ language skills. Thus, the purpose of this study is to explore the perspectives of EFL learners toward how effective online learning on improving their Engl

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D. Alsahli, Norah, and Zilal Meccawy. "Challenges Faced by EFL Teachers and Learners in Providing and Receiving Online Corrective Feedback on Writing Assignments." International Journal of English Language Education 10, no. 2 (2022): 33. http://dx.doi.org/10.5296/ijele.v10i2.20439.

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The COVID-19 pandemic has negatively impacted most sectors on a global scale. In most places around the world, education has transitioned to a fully online mode. During the pandemic, online learning was the most appropriate alternative for continuing education, particularly at the tertiary level, though this transition was not without inherited challenges. A mixed-methods study investigated English as a Foreign Language (EFL) teachers’ and students’ attitudes towards and beliefs surrounding the use of online corrective feedback on Blackboard, with a qualitative component designed to explore th

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Almutairi, Raghad T., and Fahad H. Aljumah. "The Effects of Using Microsoft Teams on Improving EFL Learners' Speaking Abilities at Unaizah High School Students." English Language Teaching 16, no. 2 (2023): 53. http://dx.doi.org/10.5539/elt.v16n2p53.

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Advanced technology has affected all aspects of life, including education. Technology in education has proven effective in several topics, including learning ESL/EFL. By reviewing previous research, the study aimed to explore the effects and challenges of using Microsoft Teams as an online learning tool on EFL learners at Unaizah, Saudi Arabia, from the students&rsquo; point of view. To improve their speaking skills more efficiently than in traditional classrooms, a questionnaire as a descriptive approach was used to collect data. The sample consisted of 351 female students. The results in

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Saleh Aldayel, Ebtehaj, and Fahd Shehail Alalwi. "Using Global Marvels Platform by Children for Learning English as a Foreign Language: Saudi Parents’ Perceptions." Arab World English Journal, no. 10 (July 28, 2024): 191–203. http://dx.doi.org/10.24093/awej/call10.13.

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This study aims to investigate Saudi parents’ perceptions of Global Marvels as a platform to improve their kids’ English as a Foreign Learning in light of the Technology Acceptance Model framework. The significance of the present study lies in that it endeavors to shed light upon how perceptions towards using an online platform correlate to using it for learning and teaching from parents’ perspectives by answering the research question: What are the Saudi parents’ perceptions of technology when using Global Marvel as an online EFL context for their kids? Two hundred and two Saudi parents respo

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Rajeh Fayeh Abdan Althiyabi. "Saudi EFL Students’ Perception towards the Use of Duolingo Application in Learning English." Journal of Educational and Human Sciences, no. 42 (February 3, 2025): 345–60. https://doi.org/10.33193/jeahs.42.2025.592.

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This study aimed to investigate Saudi EFL students’ perceptions of using the Duolingo application as a tool for learning English. Employing a descriptive research design, the study gathered data from 163 student participants through structured questionnaires. The findings revealed that students generally held highly positive perceptions of the application’s features and its role in language learning. Specifically, a significant majority of participants find Duolingo easy to access on mobile devices and laptops (91.8%), and they report that the app’s features are user-friendly and facilitate in

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Parvin, Murshida. "Dynamic Learning Platform for Dynamic EFL Learners: A New Journey to Navigate Effective E-Learning Program for English Education at the University Level." International Journal of English Linguistics 10, no. 2 (2020): 170. http://dx.doi.org/10.5539/ijel.v10n2p170.

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With the innovation of technology, the nature of learning and teaching English as a Foreign Language (EFL) has been changed, and instead of traditional learning and teaching, e-learning has emerged as a new way to meet the demands of the &lsquo;iGeneration&rsquo; who can easily roam around the knowledge domain just with a smartphone at anytime from anywhere. This research aims to find out the challenges of e-language learning that will help establish a more sophisticated Virtual Learning Environment (VLE) by implementing the latest version of the Learning Management System (LMS). E-lea

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Elmotri, Bilel, Waleed Abd Elwahab Abd Elmajid Osman, Mustafa Ahmed Al-humari, et al. "Possibilities for Improving ESP Curriculum Design and Assessment Strategies for Saudi Universities with ChatGPT." Arab World English Journal, no. 1 (April 25, 2025): 234–50. https://doi.org/10.24093/awej/ai.13.

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This study investigates the impact of integrating ChatGPT, an Artificial Intelligence-powered language model, into English for Specific Purposes (ESP) writing courses for EFL students at Saudi Arabian universities. The main research question examines how ChatGPT can enhance students’ writing performance, engagement, and autonomous learning. The study aims to evaluate the effectiveness of ChatGPT in improving ESP writing skills and to identify the challenges and opportunities associated with its use in classroom settings. It also explores how Saudi university instructors can strategically creat

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Aljasir, Nouf. "Empowering Adult EFL Learners: A Self-Directed, Process-Oriented Writing Program." Journal of Language Teaching and Research 16, no. 1 (2025): 197–209. https://doi.org/10.17507/jltr.1601.21.

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This quasi-experimental study aimed to empower adult learners of English as a foreign language (EFL) by designing a self-directed, process-oriented writing program to enhance their writing proficiency and address the challenges they face in improving their writing skills outside formal classroom settings. A total of 50 Saudi individuals participated in this 12-week program, which integrated self-directed learning (SDL) principles with the process writing approach. The participants engaged in various writing tasks, reflective activities, and peer feedback sessions. The instruments used for data

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Sahar, Yaghsha, Faiza Gul, Dr Iram Rubab Sial, and Ailya Zainab. "Navigating Language Ideologies Through Translanguaging in EAL Classrooms of Pakistan: A Sociolinguistics Perspective." Journal of English Language, Literature and Education 7, no. 02 (2025): 19–36. https://doi.org/10.54692/jelle.2025.0702272.

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Language is a tool for instruction and expressing perspectives (Turetsky et al, 2021). This study aimed to explore the ideologies navigated through translanguaging in Pakistani institutions where English Language instruction is provided as an extra language (EAL). Following an exploratory sequential mixed method design, a survey of 31 items was administered to the language teachers n=100 after conducting non-participant observations of 480 minutes. For this study, the Ideological Model of Literacy (Curiel and Ponzio, 2021) was chosen as the conceptual framework. Observations revealed the invol

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Al-Seghayer, Khalid. "Unique Challenges Saudi EFL Learners Face." Studies in English Language Teaching 7, no. 4 (2019): p490. http://dx.doi.org/10.22158/selt.v7n4p490.

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Learning English as a foreign language (EFL) is both a promising endeavor and a challenging undertaking. All language learners encounter unique challenges in the process of learning English, and Saudi EFL learners are no exception. This article identifies the unique and multifarious challenges Saudi EFL learners face, and explores the multidimensional causal factors in the progression of the challenges they face most commonly. The analysis first tackles the considerable challenge of accurate spelling, followed by a discussion of the challenges Saudi EFL learners encounter when learning to read

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AlFares, Nurah Saleh. "The Challenges of Effective English Language Teaching in Saudi Schools." English Language Teaching 17, no. 10 (2024): 96. http://dx.doi.org/10.5539/elt.v17n10p96.

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Teaching English language effectively is crucial for helping English as a Foreign Language (EFL) learners communicate in the target language. Effective EFL teaching can lead to rich production and use of the language. In this study the researcher aim to explore the difficulties that EFL teachers encounter, difficulties that limit their application of effective teaching methods in Saudi schools. The researcher collected data using a questionnaire that included challenges related to various factors: the learning environment, the textbook, EFL learners, EFL teachers, and the use of technology. Th

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Mohanna, Ayedh Dhawi Al. "Difficulties and Challenges Encountered by Saudi EFL learners: A Diagnostic Study." Scholars International Journal of Linguistics and Literature 7, no. 10 (2024): 288–99. http://dx.doi.org/10.36348/sijll.2024.v07i10.002.

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Saudi learners, like non-native learners in other non-English-speaking nations, face numerous difficulties and hurdles in their acquisition of the English language. This study aims to elucidate the difficulties and challenges Saudi EFL learners encounter in acquiring English. It also delineates the diverse learning strategies Saudi EFL learners utilize to address such issues and challenges. The study employs open-ended and unstructured interviews to gather qualitative data from selected Saudi EFL learners. The participants convey their experiences and perspectives regarding the obstacles and c

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Abdulwahab, Alamat Alsharari. "Improving Reading Skills of Saudi English Learners." International Journal of Social Science and Human Research 04, no. 11 (2021): 3319–25. https://doi.org/10.47191/ijsshr/v4-i11-35.

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This study aimed at investigating the underlying reasons that can cause Saudi EFL learners to have lower English performance. This study follows a qualitative method through interviewing three college students at Jouf University and one professor. The self-constructed interviews were basically targeted four items; 1) students’ related issues, 2) teachers’ related issues, 3) curricula- related issues, and 4) assessment related issues. The finding of this study have indicated that the primary reasons of Saudi EFL learners were due to their lower internal and intrinsic motivation. The

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Ahmed Al-Hassaani, Abdulbari Mahboob, and Abdulkarim Fadhl Mahmood Qaid Al-Saalmi. "Saudi EFL Learners’ Speaking Skills: Status, Challenges, and Solutions." Arab World English Journal 13, no. 2 (2022): 328–37. http://dx.doi.org/10.24093/awej/vol13no2.22.

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This study focused on Saudi female English as a foreign language (EFL) learners, second-year level, English Department, College of Arts, Bisha University. Most the learners are exposed to the English language at a late stage, which is one of the challenges they encounter. The main objective of this study was to identify the main challenges faced by the Saudi female EFL learners in English-speaking skills. Main question of this research was what are the Saudi EFL learners’ main challenges in English-speaking skills in and outside the classroom? The significance of this study was to get a benefi

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Almanea, Manar, Mohammad Mohsen, and Hassan Saleh Mahdi. "Is “The Earlier, The Better” for EFL in Saudi Arabia? Insights from Early Grades EFL Teachers at Saudi Primary Schools." International Journal of Learning, Teaching and Educational Research 23, no. 10 (2024): 123–55. http://dx.doi.org/10.26803/ijlter.23.10.7.

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In 2021, Saudi state schools introduced mandatory English language instruction starting in the first grade, marking a significant shift in early education. This study explores the perspectives of English as a foreign language (EFL) teachers on the effectiveness of this policy, focusing on students’ overall English proficiency, language acquisition, and cultural skills. It also addresses key challenges teachers face, including the synchronization of learning Standard Arabic with English and adapting curricula for young learners. The research employs a mixed-methods approach, utilizing questionn

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A. Abu-Ayfah, Zahra. "Telegram App in Learning English: EFL Students’ Perceptions." English Language Teaching 13, no. 1 (2019): 51. http://dx.doi.org/10.5539/elt.v13n1p51.

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The rapid growth of mobile device technology and the emergence of new mobile device applications such as Telegram have created new opportunities for EFL students. Accordingly, the current study investigated the EFL College students&rsquo; perceptions of using Telegram for English language learning. The participants of the present study were 300 EFL college students, 200 female and 100 male were selected randomly from the department of English and Translation at Tibah University in AL-Medina AL-Manwarah in Saudi Arabia. This study followed a quantitative approach in which a survey questionn

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Thaar, Sahab Alanazi. "From the Classroom to the Global Stage: Enhancing Saudi EFL Pedagogy through the Lens of Sociocultural Theory." ISRG Journal of Education, Humanities and Literature (ISRGJEHL) I, no. VI (2024): 88–95. https://doi.org/10.5281/zenodo.14281541.

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<strong>Abstract</strong> <em>This paper explores the applications of Sociocultural Theory (SCT) to English as a Foreign Language (EFL) learning in Saudi Arabian higher education. Grounded in Lev Vygotsky's principles, SCT views language acquisition as a socially situated process involving interaction and collaboration. Given the cultural context of Saudi Arabia, EFL learners face unique challenges that complicate the attainment of language proficiency. Drawing on extensive personal experience in the Saudi education system, this study identifies cultural factors impeding effective language lea

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Almehmadi, Wesam. "The Influence of Social Media on Improving the Pragmatic Skills of EFL Saudi University Students." World Journal of English Language 14, no. 6 (2024): 279. http://dx.doi.org/10.5430/wjel.v14n6p279.

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Social media platforms can be a gateway through which English as a foreign language (EFL) students gain access to the world of the target language, communicate with native speakers, and learn more about their culture. Against this background, the present study aims to investigate whether EFL students’ use of social media has impacted the development of their pragmatic competence and conversational skills. Sixty Saudi EFL students, aged 17 or older, studying in the English Language and Translation Department at the Saudi Electronic University participated in the study. Data were collected throu

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Alwehebi, Kholoud. "MIs in Education: A Study of High School EFL Teachers' Perspectives in the Saudi Context." Educational Administration: Theory and Practice 29, no. 1 (2023): 295–307. http://dx.doi.org/10.52152/kuey.v29i1.726.

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The educational philosophy of Multiple Intelligences (henceforth MIs) in the English language learning context of Saudi Arabia seems to be an underexplored field. Therefore, this study aims to show from the perspective of the teachers the primary barriers that impede Saudi High School students from employing their MIs. Additionally, it examines how MI concepts influenced Saudi high school students' comprehension of EFL in language classrooms. The study demonstrates how Saudi High School EFL teachers interpret the notion of MI as an educational approach. The study sample is random, comprising 1

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Moafa, Ruqayyah N. "Unlocking the Potential: Exploring EFL Instructors' Perception in Enhancing Oral Proficiency of Saudi EFL Learners." Journal of Language Teaching and Research 15, no. 3 (2024): 946–52. http://dx.doi.org/10.17507/jltr.1503.28.

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This study examines English language teachers' perceptions of their instructional strategies in daily English as a Foreign Language classroom instruction in Saudi Arabia. The study focuses on three aspects of second language learning: lesson planning, classroom management, and external pressures from tests and assessments. Ten EFL teachers were chosen randomly based on specific criteria such as having at least three years of teaching experience, no familiarity with the research, and currently engaged in full-time EFL instruction for Saudi students. Semi-structured interviews were used in the s

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Holbah, Wael A. "Challenges Saudi EFL Learners Face Developing Communication Skills: A Conceptual Study." World Journal of English Language 13, no. 2 (2023): 529. http://dx.doi.org/10.5430/wjel.v13n2p529.

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Recent technological and business advances have brought people across states to work together on the shared platform. This study was meant to investigate the major challenges that EFL learners encounter in evolving English language proficiency. Developing learners’ English language proficiency has an inimitable and essential influence in addressing multiple barriers globally and is therefore central to realizing self-dreams. The article reports on how students often meet multiple challenges in attaining language proficiency, which include curriculum, instructional, assessment and evaluation, m

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Oraby, Khaled, and Mamoon Alaraj. "Self-Learning Strategies for EFL Acquisition among Saudi University Students." International Journal of Language and Literary Studies 6, no. 3 (2024): 226–44. http://dx.doi.org/10.36892/ijlls.v6i3.1791.

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This study investigates self-learning strategies for English as a Foreign Language (EFL) acquisition among Saudi university students. Despite the importance of English proficiency, many Saudi students struggle to achieve the desired level of competence. This research aims to identify effective self-learning strategies that can empower students to enhance their EFL skills independently. Using focus groups and a questionnaire, the study explores the most common and inspiring self-learning strategies adopted by Saudi university students, as well as the reasons behind their preferences. The findin

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Ahmad, Jameel. "Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study." English Language Teaching 8, no. 12 (2015): 191. http://dx.doi.org/10.5539/elt.v8n12p191.

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<p>This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu, which turns the Saudi EFL learners lackadaisical towards English. The belief that prosperity and prestige are blessed by divine force rather than proficiency in English has influenced Saudi parents and Saudi EFL learners since time in memori

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Mugadza, Joel, Osias Kit T. Kilag, Jr. Santiago B. Hubahib, Jr. Marlon T. Villaver, Pastor Ali C. Najarro, and Lorlaine R. Dacanay. "Shifting Paradigms in Language Education: Assessing the Role of Flipped Learning in High School EFL/ESL Instruction." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 5 (2024): 1–6. https://doi.org/10.5281/zenodo.11099480.

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Abstract: Flipped learning has emerged as a transformative pedagogical approach with the potential to enhance educational outcomes across various disciplines, including English as a foreign or second language (EFL/ESL). This systematic review explores the implementation of flipped learning in high school education, focusing specifically on its impact on EFL/ESL instruction. The review synthesizes findings from existing literature to elucidate the benefits, challenges, and implications of flipped learning in EFL/ESL contexts. Key findings highlight the positive effects of flipped learning on st

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Alshammari, Hammad Ali, Elsayed Abdalla Ahmed, and Mukhled Atta Abu Shouk. "Challenges to Studying English Literature by the Saudi Undergraduate EFL Students as Perceived by Instructors." English Language Teaching 13, no. 3 (2020): 8. http://dx.doi.org/10.5539/elt.v13n3p8.

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Studying English literature is interrelated to studying English as a foreign language (EFL), and thus incorporating literary texts into EFL learning curricula is important for providing EFL learners with the necessary language skills and emotional growth. However, EFL learners prefer to avoid studying English literature due to several challenges that may extend from difficulties inherited in literature itself to the learning and instructional processes. Therefore, this study aimed at investigating the reasons that &nbsp;&nbsp;may discourage EFL learners to study English literature as p

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Phramaha, Kriangkrai Phetsangkhad. "Exploring the Thai EFL Landscape: Implications for English Language Teaching." Law and Humanities Quarterly Reviews 2, no. 1 (2023): 44–50. https://doi.org/10.31014/aior.1996.02.01.50.

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This article examines the current status of teaching English in Thailand by providing an overview of the situation, analyzing the Thai EFL context, discussing policy implications, and comparing it with other EFL contexts. The review aims to identify the key issues and challenges faced by English language teachers in Thailand and provide recommendations for improving the quality of English language teaching in the country. The review focuses on the effectiveness of current policies in promoting English language learning and the opportunities and challenges for policy reform. Additionally, the s

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Alharbi, Hanan Habis. "Exploring Motivation and Engagement: Sociocultural Influences on Saudi Female EFL Learners." مجلة العلوم التربوية و الدراسات الإنسانية, no. 36 (January 29, 2024): 908–28. http://dx.doi.org/10.55074/hesj.vi36.969.

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The major theoretical works of Albert Bandura and Lev Vygotsky apply to this quantitative study on how female English as a Foreign Language (EFL) learners enrolled at a public university in Saudi Arabia respond to the sociocultural orientations influencing motivation and engagement in foreign language learning. By evaluating the peer-reviewed academic literature and accounting for evidence gaps in this research area, the study seeks to address how a small group comprised of the target population feels motivated and engaged with the EFL instructional content. The main results revealed that fema

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Alzubi, Ali Abbas Falah, and Manjet Kaur Mehar Singh. "The Use of Language Learning Strategies through Smartphones in Improving Learner Autonomy in EFL Reading among Undergraduates in Saudi Arabia." International Journal of English Linguistics 7, no. 6 (2017): 59. http://dx.doi.org/10.5539/ijel.v7n6p59.

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Language learning strategies (LLS) and learner autonomy (LA) are believed to achieve a sustainable long-life learning process leading to a more reading competence (O’malley & Chamot, 1990; Oxford, 1990). LA is a pedagogical imperative inasmuch as language is largely an autonomous activity (Kumaravadivelu, 2006). This study examines the improvement of LA through the explicit use of LLS in EFL reading in a mobile-assisted language learning (MALL) environment among English as a foreign language (EFL) readers enrolled in Preparatory Year program at Najran University in Saudi Arabia. To this en

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Hussein Falah Altamimi, Dheifallah. "Unlocking Potential: Saudi EFL Male Students’ Perspectives on AI Tools for Enhancing English Writing Proficiency." Arab World English Journal, no. 1 (April 25, 2025): 40–58. https://doi.org/10.24093/awej/ai.3.

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This study mainly investigates Saudi EFL students’ perceptions of artificial intelligence tools in improving their English writing skills. It sheds light on the challenges and opportunities they face when using Artificial Intelligence-powered writing tools by conducting the main research question: What are the Saudi EFL male students’ views on how AI tools affect their writing skills? Despite the growing integration of artificial intelligence in education, limited research has focused on its application in the context of Saudi EFL. The study seeks to fill this gap by examining how artificial i

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Elbashir, Eltayeb Elshambati. "The Challenges of Spoken English Fluency among EFL Learners in Saudi Universities." Scholars International Journal of Linguistics and Literature 6, no. 07 (2023): 280–82. http://dx.doi.org/10.36348/sijll.2023.v06i07.005.

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This study aims to investigate the problems and challenges which is usually experienced by English learner's students in the Saudi universities when trying to speak English. It also checks at the problems that students face when learning English language in Saudi universities and try to find remedies to this problem. The research uses a questionnaire, interviews, and descriptive methods in the collection of data about fluency in English language in universities in KSU as an example. The data was then statistically analyzed using the SPSS program. The results showed that there are various probl

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Al Zahrani, Budor Saeed, and Tariq Elyas. "The Implementation of Critical Thinking in a Saudi EFL Context: Challenges and Opportunities." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 1, no. 2 (2017): 133. http://dx.doi.org/10.21093/ijeltal.v1i2.21.

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The aim of this paper is to explore the challenges to, and benefits of, fostering of critical thinking (CT) in the Saudi EFL (English as a foreign language) context. In the next section, the concept of CT will be clarified. In the following two sections, possible challenges or barriers to CT, whether religious or pedagogical, in the Saudi context are analyzed and refuted. After discussing the religious and the educational background of this issue, practices for promoting CT inside EFL classrooms are described. Finally, the benefits of incorporating CT strategies into language learning are outl

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Ibrahim, Intisar Zakariya Ahmed. "The Effect of Exposure Density on EFL Learners' Fluency in Saudi Arabia." International Journal of Language and Literary Studies 5, no. 3 (2023): 182–91. http://dx.doi.org/10.36892/ijlls.v5i3.1387.

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The Internet proliferation, information technology, and globalization as well as the importance of English as a global language cannot be overstated. It is widely recognized that Saudi university students, learning English as a foreign language, encounter numerous learning challenges stemming from various factors. This paper delves into the critical issue of English language exposure and postulates that inadequate exposure to English is a central contributor to students' learning difficulties. To investigate this, a questionnaire was administered to a cohort of 50 students, comprising both mal

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Ahmad Kashmiri, Hayat. "Communication challenges: Saudi EFL Speaking Skills and strategies to overcome speaking difficulties." Arab World English Journal, no. 267 (December 15, 2020): 1–61. http://dx.doi.org/10.24093/awej/th.267.

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The purpose of this study to present the findings of research conducted to challenges faced by Saudi English as foreign language (EFL) learners and to formulate some strategies to overcome their speaking difficulties. In Saudi Arabia, there is a widely held perception that it is possible for the EFL learners to attain the high levels of proficiency in writing reading and listening, but they cannot speak English as compared to their peers from around the globe. This is quite concerning as these students have selective and compulsory English courses that run through their almost ten years of com

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Jabeen, Ismat. "Implementation of New English Language Policy in Saudi Context: Perceptions, Challenges, and Remedies." Journal of Language Teaching and Research 14, no. 5 (2023): 1332–43. http://dx.doi.org/10.17507/jltr.1405.22.

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With the advent of Saudi Vision 2030 implementation, the internationalization of the Saudi education system has invigorated significant alterations in teaching and learning practices specifically concerning English language teaching. Since the beginning of 2021, under the new language policy, English has been taught from Grade 1. The aim is to meet the persisting global educational, job, business, and linkage challenges by educating and training the youth in English as the focal tool for future advancement. However, the realization of these objectives depends on various sociocultural factors.

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A. Owaidah, Abrar. "Affective Factors of Emotional Intelligence in Learning English among Saudi Female EFL Students." Arab World English Journal 15, no. 3 (2024): 174–201. http://dx.doi.org/10.24093/awej/vol15no3.11.

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This research study aimed to investigate how and what are the affective factors, main challenges, and recommendations among Saudi female EFL students in developing emotional intelligence for learning English. The study used a survey questionnaire to collect data from 80 participants, which were then analyzed using statistical methods. The results showed that higher levels of EI were positively correlated with better English language proficiency. The study also found that certain affective factors, such as empathy, self-awareness, and emotional regulation, were particularly important in predict

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Naem Ahmed Al-Amri, Aishah. "Saudi EFL University Students’ perceived Linguistic Gains and Learning Experiences in Flipped Classrooms." Arab World English Journal, no. 8 (July 25, 2022): 192–204. http://dx.doi.org/10.24093/awej/call8.13.

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Despite the much recent research on the flipped classroom model, it is still underexplored in English language teaching in Saudi Arabia. This study investigated how using the flipped classroom model with Saudi female EFL university students could influence their language performance and learning experiences. Therefore, the study attempted to answer the following three research questions: a) to what extent does the use of the flipped classroom in an English reading course influence a group of Saudi female EFL university students’ perceived linguistic gains?, b) to what extent does the use of th

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Bimahboob, Thamer A. "Computer-Based Feedback (CBF) in Writing Classes as Perceived by Saudi EFL Students." Journal of Asian Research 7, no. 3 (2023): p62. http://dx.doi.org/10.22158/jar.v7n3p62.

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This study examines how Saudi EFL students feel about using CBF in their writing classes and what they think it can offer them as a learning tool. The research method is descriptive-analytic, and a questionnaire is used to collect responses. Sixty-five Saudi English as a Foreign Language (EFL) students from the fourth year of the English language program at King Saud University in Riyadh make up the study population. The entire research population constitutes the sample for this study. The findings indicate that Saudi EFL students positively perceive CBF in their writing classes. They perceive

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A. Al-Samiri, Reem. "English Language Teaching in KSA in Response to the COVID-19 Pandemic: Challenges and Positive Outcomes." Arab World English Journal, no. 1 (April 15, 2021): 147–59. http://dx.doi.org/10.24093/awej/covid.11.

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The pandemic of 2020 was a watershed moment for all educators worldwide as schools and universities were forced to close their doors to avoid the spread of COVID-19. Thus, a new movement towards widespread e-learning emerged with unknown consequences for learners and educators alike. The situation in Saudi Arabia was no exception. The purpose of this study is to explore how English as a foreign language (EFL) teaching and learning at the tertiary level in Saudi Arabia was impacted negatively and positively by the move to online learning. It reviews research published since the onset of the pan

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Al-Wossabi, Sami Ali. "Saudi Students’ Reluctance to Engage in English Communication: Critical Issues and Considerations." International Journal of Learning, Teaching and Educational Research 23, no. 8 (2024): 57–75. http://dx.doi.org/10.26803/ijlter.23.8.4.

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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 setti

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Faisal, Mohammad Alsiyat. "Speaking Challenges of Saudi EFL Learners." International Journal of Social Science and Human Research 04, no. 12 (2021): 3676–81. https://doi.org/10.47191/ijsshr/v4-i12-30.

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This study aimed at exploring the possible underlying reasons for low speaking proficiency of EFL learners through adopting a qualitative methodology. To approach its goal, this study used a semi-structured interview to collect in-depth details from three EFL learners and one university professor. The internal construction of the interview was associated with the following four items; student, teacher, English materials or textbooks, and the assessment practices used inside classrooms. The findings of this study shed some light on multiple components related to teaching methods, teachers cente

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Mudawy, Ammar Mohammed Ahmed. "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, no. 6 (2024): 429–38. https://doi.org/10.30564/fls.v6i6.7340.

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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 conduc

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Abeer M. W. Alharbi. "Reading skills among EFL learners in Saudi Arabia: A review of challenges and solutions." World Journal of Advanced Research and Reviews 15, no. 3 (2022): 204–8. http://dx.doi.org/10.30574/wjarr.2022.15.3.0922.

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The reading process appears controversial and momentous in teaching and learning. Extensive research has been done about the reading process in the mother language and foreign language, the difficulties associated with the reading of foreign language, and the associated qualities and issues of these languages. An investigation is required on the issues that hinder reading abilities. English is considered a foreign language in Saudi Arabia, and this study investigates the issues that hinder the learners’ reading abilities and skills. The principal concern has been the challenges faced by the le

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Hadi, Priaditya Tri, Biladt Septananda Roseandree Biladt Septananda Roseandree, Zidanu Fatoni, Hendriwanto, and Yuna Mumpuni Rahayu. "A Systematic Analysis of Kahoot's Potential as a Tool for Improving EFL Instruction." Journal of World Englishes and Educational Practices 6, no. 2 (2024): 01–17. http://dx.doi.org/10.32996/jweep.2024.6.2.1.

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This research provides a meta-analysis of an issue regarding the effectiveness of using Kahoot in English language learning environments from 2020 to 2024, focusing on the yearly publication rate, participant demographics, challenges, and benefits. It delves into the impact of technology integration and gamification on student learning outcomes, emphasizing the importance of motivation and engagement in educational settings. The systematic review explores some papers about Kahoot! in improving learning results in English for Foreign Language classes. It highlights the benefits of gamification

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Ishfaque Ahmed Abbasi and Elizabeth Anthony. "Group Work as a Contributing Factor for Language Use and Oral Fluency in EFL Classroom." Forum for Linguistic Studies 6, no. 4 (2024): 1–8. http://dx.doi.org/10.30564/fls.v6i4.6669.

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This study analyses how the cooperative learning strategies of discussions and interactions through group work could increase the speaking fluency of Pakistani students studying English as a foreign language to help them overcome their challenges. This study observed the contribution of group work as a cooperative learning strategy on oral fluency abilities in the context of English as a foreign language (EFL) instruction in Pakistan using a qualitative research technique. A variety of research methods, including interviews, observations, field notes, and reflective diaries, were used. Eight E

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Khawaji, Taha Mansor. "The Role of Digital Learning in Addressing Learning Loss in EFL Learning and Teaching from Teachers’ Perspectives." Journal of Posthumanism 5, no. 5 (2025): 3031–59. https://doi.org/10.63332/joph.v5i5.1704.

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This qualitative study explored English teachers’ perspectives on the efficacy of digital learning in mitigating learning loss in EFL context. Semi-structured interviews with ten Saudi EFL teachers were thematically analyzed to examine their experiences, challenges, and best practices regarding digital language instruction. The findings revealed that digital learning platforms enhance accessibility, flexibility, engagement, and self-directed learning. However, several challenges hinder the effective implementation of digital learning in EFL education, including parental intervention, socioecon

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