Challenges in Learning English Language in Saudi Arabia - Essay Example

Challenges in Learning English Language in Saudi Arabia (Name) (University) Abstract English language speaking is renowned as an important language when it comes to communication and information sharing. This project seeks to find out the best strategies that can be adopted to ensure that English learning skill is fully realized in non-English native countries, under the case study of Saudi Arabia. Consequently, the report further examines how to overcome possible obstacles that affect English learners during English learning skills in either public or private environment. Through majority of institution have specialized on theoretical part of educating students thus through reading skills, listening skills, writing skills, this report seeks to identify the best approach in implementing speaking skills through practical technique. Contents Abstract 2 1.0 Introduction 4 2.0 Literature Review 4 3.0 Significance Of Research 6 4.0 Research Question 6 5.0 Research Methodology 7 6.0 Ethical Consideration 7 7.0 Limitation of the Study 8 8.0 Expected results 9 9.0 Conclusion 9 References 11 Appendix 13 1.0 Introduction English language speaking skill has been renowned as an important aspect during communication across people. To attain effective and efficient English language skill, focus should be put in listening, speaking, reading and writing. Mastering the listed core aspects of English language enables individuals to succeed in both private and public life by having ability to effectively communicate with others. To ascertain the core aspects of English language speaking skill, Saudi Arabia Ministry of Education advocates that the four skills need to be applied in education purposefully to foster students acquire relevant skills in language speaking. Adoption of four language skills in Ministry of Education across schools is to enable students acquire language proficiency that is perceived to of importance in global communications. As such, this project advocates for both practical and theoretical approaches in ensuring students are able to attain effective and efficient English language skills. The project identifies that majority of Saudi Arabia schools apply theoretical approaches during English learning skills, which is attributed to poor results when it comes to English language skills. As such, this project seeks to identify and propose the best approach in improving English language skills across Saudi Arabia schools. 2.0 Literature Review For many years, it can be noted that school going persons were taught new speaking language through audiolingual. Audiolingual speaking is simply designed purposefully to enable learners familiarize with the sounds and the structural patterns of the taught language. Learners are able to learn to speak by practicing grammatical structure of the taught language thus applying the grasped content during conversation. Consequently, it is important to note that audiolingual speaking lessons across learners and teachers involves interactions, thus fostering learners to effectively learn new language while mistakes can be pointed out quickly. In the contemporary society, English language is renowned as an international common tongue. “Firstly, English language is attributed as the most common language whereby people from different countries basically use English language to communicate effectively” (Naved, 2015). As such, the Saudi Arabia students need to learn English language so as to get in touch with international level. Consequently, English language is essential in the field of education. “majority of the academic resources are research articles are printed in English language, even to countries that do not speak English” (Naved, 2015). This implies that English learners need to be equipped with relevant English language skills so as to be on same level with English students. The ability of students to grasp English language skills will enable foster individual personal ability to speak and write English proficiently. Communication difficulties due to accents inhibit the improvement of English language especially to non-native speakers of English language. “challenges highly arise when English tutors tend to have accent caused by local native language, thus inhibiting learners to ne fluent and proficient when it comes writing and speaking English language” (Mayer, 2014). As such, it can be argued that native accent basically because challenging for Islamic English learners to effectively communicate with English people especially when subjected to pronunciation of words. The argument can be alluded to Scrivener argument whereby “Non-English students found it difficult to open their mouths and participate in discussion with student’s form English countries due to embarrassment when it comes to pronunciation of words” (Scrivener, 2012). As such, English tutors need to encourage to highly participate in speaking English so as to become better speakers. Review indicates that majority of teachers adhere to traditional methods of conducting daily class activities. “majority of teachers start their daily class activities by taking students roll call, proceed with assessing the students assigned homework, proceed with the lesson and end with the homework” (Kabir, 2014). “According to the assessed teachers, they do not apply reading platform for the students” (Kabir, 2014). Critically, it can be argued that such a technique fails to offer an effective platform whereby students are able to learn, speak, and practice English when it comes to English. As such, students are limited from becoming communicative competent in English. Writing skill is perceived to be an important element in all institutions of learning. “Study reveals that writing is given more attention to Saudi Arabia institutions that use English as a medium of instructions to class works, assignments and exams” (Nasser, 2015). As such, majority of Saudi Arabia students under the EFL encounter severe challenges when it comes to English writings skills, of which hinders student’s academic progress. It is important to note that English writing skills is most important when it comes to notes taking, essay writing, answering written questions, and writing experimental findings. Recent study was conducted to foresee challenges associated by English learning skills in Saudi Arabia. Based on finding, Rahman recommended that, “The Saudi Arabia ministry need to have strict admission policy for English tutors, provide increased practice on reading, writing, listening skills, exploitation of the modern teaching approaches, and improving classroom with modern teaching tools” (Rahman 2013). 3.0 Significance Of Research It is important to note that Non-English native countries fail to adhere to equipping their students with English language speaking skills. Consequently, it is important to note that the applied techniques in English classes especially in Saudi Arabia have not been fully realized. As such, purpose of the research is to identify the existing challenges and come up with strategic approaches that will contribute towards the full realization of English speaking, generally to the Islamic nation. Some of the perceived approaches that will showcase positive results is by constantly engaging in English either in public or private environment, and speaking English regularly while in school. By employing such strategies, student will be eradicating shyness when it comes to English speaking and writing. Additionally, English tutors need to be more conversant with the right English irrespective of the accent. This implies that the significance of the research is to inform the ministry of education to recruit highly qualified English teacher purposefully to inhibit the language accent problems that greatly affect English learners. 4.0 Research Question The below research questions will guide the researcher in understanding the research problem 1. What challenges do students have in learning English Language 2. Does Saudi Arabia’s school curriculum present a favorable learning platform 3. What are the contributing factors that influence the student’s learning in English Language 5.0 Research Methodology Research Tool Questionnaires will be employed in this research, this is because they are an effective tool in understanding first hand issues affecting students at secondary school level. This will open and effective communication channel between the researcher and the students as they open up. Participants This research will use participants at the secondary school level. The participants will be expected to adhere to the English learning skills practical lessons that will be held at least thrice in a week during the academic year. The participants will be randomly selected so that biasness is the research can be avoided; this would be paramount in acquiring preferred information. Data Collection The research will employ advocate for the use of a questionnaire to retrieve data from the third-grade participants. The questionnaire will focus on questioning as to what are the challenges experienced during English learning skills, what can enhance the English speaking and learning skills, and what are the best motivational approaches to foster students into English speaking. The results from the questionnaires will be presented in various where pie charts will be used altogether in presenting a better visual appeal to the reader. speaking. 6.0 Ethical Consideration With reference to the above study, one could argue the relationship between the study group and the researcher. Will there be bias in the selection of the participants for the research. A similar argument can be applied during the mode of research, the questionnaires posed to the participants, the soft skills chosen in furthering the investigation, the assessment modes, ICT tools used an the accreditation. Ronney suggest that whereas there is no definite answer to addressing the question of ethical consideration, it is imperative for the researchers to be well informed of his social, historical, and social background as showcased by Hammersley (2000). For instance, Hammersly’s philosophical stance is just a single aspect that necessitates for such research. Bell (1999) suggest a checklist that needs in negotiations of access, ethics and issues during research: i. Speaking to participants who will be required to corporate ii. Clear official communication requesting permission yo the conduct the investigation, as soon as they are agreeable to the project outline iii. Maintaining a strict ethical standards during the research iv. Decide what the research means by confidentiality an anonymity v. Agree whether the participants will be issued with a copy of the report/interview scripts vi. Informing the participants where the information is needed vii. Preparation of conditions and intentions that will describe the research Conclusively, Bell asserts that with a simple yet stark warning “If the researcher is not inclined to devoting the same time and effort as he would be requesting for, then the researcher is asking too much from his colleagues” 7.0 Limitation of the Study A number of limitations would affect the research process given the multifaceted nature of research: Time In the research setting, a significant amount of time would be needed in conducting the research so as to obtain credible information from the participants to ern able an effective linkage to literature review. This may not be the case of with this research given that questionnaires are a time consuming process, whereby participants are allowed to freely interact with the researcher. Given that limited time has been allocated to this research, it would be difficult for the researcher to effectively collect information from the students regarding the learning of English, as a language. Cost With such a research, funding is paramount. Such funds are needed in addressing arising cost such as travel expense and printouts, just to name a few. Acquiring such funds may be problematic and hence the researchers may be limited to cover accessible areas that do not requires high travel expenses. On the other hand, this would also mean a reduction in the questionnaire printout, hence limited information will be collected. Sample Size As showcased on the cost incurred during the research process, the researchers could be limited to a small sample size, contrary to an ideal sample size. Faber et al., 2014 asserts that the essence of estimating a proffered sample size is to develop studies that can effectively detect relevant differences. Arguably, the problem with a small sample since, in comparison to the ideal sample, is that it generates the propensity of hypothesizing as true false premise. 8.0 Expected results The below hypothesis are possible outcomes from the research H: 1 Ineffective teaching Methodology by teachers It is assumed that most of the teachers in the Secondary School teachers are not native English speakers and thus consider English as a secondary language. It is highly likely that they have not mastered the English language curriculum well, hence it would be problematic for the students to understand and grasp the English language H2: Deficiency of English Language observed in some schools It is expected that most schools in Saudi are not well placed in teaching English language as a curriculum. H3: Students lacked a proper giving personal inputs during class work It is assumed that the students are not willing to actively participate in class work and hence, reduced concentration during the study. H4: Lack of a Proper English Language Environment It is hypothesized that the students lack an effective learning environment to properly learn the English language, this includes lack of an adequate exposure for English language learning. H5: Accent from local Arabic Language This forms the major factor that challenges most students in understanding the English language. 9.0 Conclusion Conclusively, all interaction, most particularly between nations is conducted through the use of English language. As a curriculum its inclusion in Saudi Arabia school will be paramount to enhance their reading skills. From the report it is evident that the Students ion Saudi Arabia are challenges in better understanding the English due to a number of reasons that are contribute both at individual level and curriculum level. Local Arabic language is viewed as a compelling factor inhibiting their understanding and learning skills. Secondly, lacking a favorable environment and skilled teachers hampers the student’s learning. These are just but a few aspects that affect the learner in better understanding the English language skills. Therefore, the core purpose of the project is to ensure that the identified issues are better addressed to improve their learning skills. References Bell, J. (1999). Doing Your Research Project (3rd ed.) (Buckingham). 44-45. Retrieved from https://www.um.edu.mt/library/oar/bitstream/handle/123456789/3070/Ethical%20Considerations%20when%20Carrying%20Out%20Research%20in%20one's%20own%20academic%20institution.pdf?sequence=1&isAllowed=y Faber, J, and Fonseca, L. (2014). How sample size influences research outcomes. Dental Press Journal 19(4): 27–29. doi:  10.1590/2176-9451.19.4.027-029.ebo. Retrieved from http://www.scielo.br/scielo.php?script=sci_arttext&pid=S2176-94512014000400027&lng=en&nrm=iso&tlng=en. Hammersley, M Taking Sides in Social Research. Essays on Partisanship and Bias (London, 2000). 18. Retrieved from: https://www.um.edu.mt/library/oar/bitstream/handle/123456789/3070/Ethical%20Considerations%20when%20Carrying%20Out%20Research%20in%20one's%20own%20academic%20institution.pdf?sequence=1&isAllowed=y Kabir, U. (2014). Challenges of Speaking English in Bangladeshi Classrooms. Available at http://dspace.bracu.ac.bd:8080/xmlui/bitstream/handle/10361/3300/13177015.pdf [Retrieved 3rd/May/2017]. Nasser, A. (2015). Problems of English Language Acquisition in Saudi Arabia: An Exploratory-cum-remedial Study. Theory and Practice in Language Studies, Vol. 5, No. 8, pp. 1612-1619. Available at http://www.academypublication.com/ojs/index.php/tpls/article/download/tpls050816121619/330 [Retrieved 3rd/May/2017]. Naved, Z. (2015). The Importance of English Language in Today’s World. Available at https://owlcation.com/humanities/importanceofenglishlanguages [Viewed on 1st/May/2017]. Meyer, K. (2014). Comparing Student Perceptions of the Classroom Climate Created by U.S. American and International Teaching Assistants. High. Learn. Res. Commun, vol. 4, no.3. Available at www.hlrcjournal.com/index.php/HLRC/article/download/206/178 [Retrieved 3rd/May/2017]. Rahman, M. (2013). Teaching English in Saudi Arabia: Prospects and Challenges. Academic Research International, vol. 4, no. 1. Available at http://www.savap.org.pk/journals/ARInt./Vol.4(1)/2013(4.1-11).pdf [Viewed on 3rd /May/2017]. Scrivener, J., & Thornbury, S. (2012). Classroom management techniques. Cambridge, UK: Cambridge University Press. Available at https://www.bookdepository.com/Classroom-Management-Techniques-Jim-Scrivener/9780521741859 [viewed 1st/May/2017]. Hammersley, M Taking Sides in Social Research. Essays on Partisanship and Bias (London, 2000). 18. Retrieved from: https://www.um.edu.mt/library/oar/bitstream/handle/123456789/3070/Ethical%20Considerations%20when%20Carrying%20Out%20Research%20in%20one's%20own%20academic%20institution.pdf?sequence=1&isAllowed=y Appendix Interview Questions: 1. Have you ever made any conversations at school during any study level? Yes NO 2. Do you think conversations (speaking skill) is critical like other language skills? Yes NO 3. Do you face any personal problem related to your abilities when trying to speak in conversations or even asked to do so? 4. What are they? How to avoid them? 5. What obstacles may you face in practicing speaking skill? Any related to your teacher? 6. Do you feel shy when practicing speaking skill (making conversations)? If yes, why? How to overcome that? 7. What is the best way or method to be more confident while making conversations to improve your speaking skills? 8. Do you think, making special classes during secondary school levels to practice speaking skill, would develop it effectively? 9. As a rule, by your teacher, not to speak any language other than the language of the study (English language) during class time. Would that affect the speaking skill positively even whatever mistakes you may make? 10. Do teachers speak English completely during study classes? And do you ask them to explain any point in Arabic or English? 11. Is it helpful to make short open conversations among students in pairs or groups to develop the English language speaking skills? 12. Can you make any conversation in English with teachers or any other students? if not why? What are the obstacles? 13. As a beginner, are Simple games activities in pairs or groups useful to develop the speaking skills of English language rapidly? Questionnaire: Questionnaire to students: 1. How do you evaluate your English Language speaking skill? Excellent Good Bad 2. Do you practice English speaking skill in school? YES NO Are you shy to make0 conversations in a pair or group in front of others? YES NO How do you prefer teaching the English language speaking skill: theoretically, or practically? Questionnaire to teachers: Do you apply any practical activity to improve the students' English speaking skills? YES NO 2. Do you speak English during class lessons? YES NO Sometimes Do you ask students to try to speak in English no matter what mistake they may do? What is the most obstacle you face when asking students to make conversations? Do you have any plan to encourage the students to overcome that obstacle so they would improve their English language speaking skills? Read More