Investigating Factors Influencing the Development of Speaking Skills of Undergraduate EFL Learners at PAAET, Kuwait (Published)
The study aims to identify the difficulties encountered by EFL undergraduate students with their speaking skills in the English department at the College of Basic Education, Public Authority of Applied Education and Training (PAAET). The study was conducted using the descriptive approach which contained a questionnaire comprising 27 items applied to a sample of 420 female students. The results found that students encountered moderate difficulties among the five factors. Students ranked the factors according to which contributed to the development of their English-speaking skills the most in the following order: preference of native speakers as teachers, followed by English language proficiency, teaching methodologies, environmental influences, and emotional influences. The results also indicated that there is a significant relationship between the factors that influence the development of speaking skills and demographic variables such as year of study, major GPA, and grade in conversation class.
Citation: Anam A. AlFadley1 & Sarah M. Qasem (2020) Investigating Factors Influencing the Development of Speaking Skills of Undergraduate Efl Learners at Paaet, Kuwait, International Journal of English Language and Linguistics Research, Vol.8, No 5, pp.60-96
Identification of Cross-linguistic Factors Affecting Interlanguage System Progress of Saudi Learners of EFL (Published)
This paper aims to identify EFL teachers’ perceptions of the cross-linguistic factors affecting the interlanguage system progress of Saudi learners of EFL at Najran University. A purposive sample of twenty-six (26) English language teachers at Najran university representing the main participants in this paper. The paper revealed that the main cross-linguistic factors affecting interlanguage system progress of Saudi learners of EFL were attributed to the status of English as a foreign language in KSA which doesn’t allow learners ample exposure to communicative language settings, besides the teaching practices that fail in providing authentic learning atmosphere assisting the progress of learners’ interlanguage system, and the interference of learners’ mother tongue that negatively affects the progress of their interlanguage system
A Case Study of Translating English Qualitative Adjectives in Attributive Position into Arabic at Bisha University (Published)
This study has focused on the undergraduate Saudi learners at Bisha University. Our main concern of this paper is translation of qualitative adjective sentences from English into Arabic by Saudi learners. This study applied the quantitative research method for gathering data. This paper was undertaken with the intention of investigating how and to what extent can the learners in two colleges translate the qualitative adjective sentences in attributive position from English into Arabic. As we all know that translation plays an important role in conveying messages from one language to another. Therefore, students should be encouraged and motivated enough to learn and practice translation from the source language to the target language to increase their understanding in this field . The objective of this study was to find out the major problems and difficulties the students faced in their study of translation in the classroom in general and in their translation the qualitative adjective sentences from English language into their mother tongue language in particular. It was clear that tasks, activities, and practice of the learners were insufficient and they need more and more practice in translation the different types of English qualitative adjective sentences in attributive position . Data analysis in this study revealed that most of the students had major problems and difficulties in translating the qualitative adjective sentences in attributive position from English into Arabic because of their mother tongue interference and the two languages have grammatical and structural differences. However, many students have tried their best and done fairly well in translating some of the adjective sentences in the students’ translation test . It was possible to conclude that the classes of translation were largely teacher-centered and teacher dominated rather than student-centered . Besides, the learners should be given a lot of tasks and assignments to improve their level of translation .