English As A Foreign Language Study

1872 Words8 Pages
My study, primarily based on a questionnaire with 154 respondents, focuses on Saudi public schools’ teaching of English as a Foreign Language (EFL). Accordingly, it also shows the problems students encounter in the process of learning the English language, including the challenges, such as problems in grammar, pronunciation, syntax, tense, subject-verb agreement, word usage and pronunciation, along with other issues. Further, my study also looks into the problems of why students in Saudi Arabia have difficulties learning and understanding the English language. In the latter part of this study, recommendations and suggestions will be made, regarding how to overcome these problems and challenges.
Among the reasons for low English proficiency in Arab students in their course of studying the English language is the fact that Saudis speak their native language at home and in interactions with their friends, peers, and classmates. With little chance to practice English through day-to-day interface, communications are by rote learning, book only experiences, and thus, true comprehension is not achieved. Overall, writing, spelling and pronunciation skills are poor.
Based on my questionnaire and the answers of 154 respondents, the overall data points to the fact that slightly over half the students polled believe they have achieved a good grasp of English as a Foreign Language. One-third believe their understanding is poor and 12% feel they have an excellent ability to speak, write and understand English. While 99% believe in the importance of learning English, their reasons vary from getting a good job to passing the proficiency test, increasing their grade point average, to travel and developing language skills for greater cultural und...

... middle of paper ...

... more educated and knowledgeable; and it will give me more access to the internet.
I believe the classroom should be more interactive, equipped with modern teaching resources and a Language Lab, and remedial courses should be indicated for weaker students to prevent them from sliding by on the work of their more capable partners or group, and giving them a chance to learn at their own speed. While English dominates the fields of technology, research, commerce, education, politics, communication and tourism, as the international language of choice, Saudi students cannot be permitted to fall behind. A growing mass of research suggests that English Language teaching in the Arab world has not produced the desired results (Zughoul, 1983; Ibrahim, 1983), although Saudi Arabia is spending a huge amount of its budget on education, including English language proficiency.
Open Document