This paper aimed to investigate the impact of fear overcoming on enhancing oral communication for Sudanese EFL students. A teachers’ questionnaire was used to collect the students’ stand points about of our questions that subdivided into statements to be responded by the students. The data was analysed by adopting (SPSS) program. The results reveal the following: Sudanese EFL students feel nervous and shy when they try to speak English. Sudanese EFL students afraid of facing the experience of speaking English. Sudanese EFL students feel that they will never master spoken English. The researchers recommend that a new method of teaching should be adopted to help students to overcome fear, students should be motivated to learn English language, and they helped to build self confidence that English language can be studied and mastered.
Difficulties Encountered By Saudi EFL University Learners in Oral Communicative Classroom Activities and Their Impact on English Oral Performance (A Case Study of the College Of Science and Arts- Tanumah-King Khalid University) (Published)
The study investigates the difficulties encountered by Saudi EFL university learners in oral communicative classroom activities and their impact on English oral performance communication. The Population of this study targets 20 EFL university instructors in the College of Science and Arts for female students and the College of Science and Arts for male students in Tanumah, King Khalid University in the first semester of the academic year 2019/2020. The population also consists of 35 EFL university third level female students and 35 EFL university third level male students in the two above-mentioned colleges. To collect data, the study depends on the analysis of structured interview conducted on EFL university instructors and on the analysis of the students’ oral test in addition to the personal observation of the researchers. The study has come out with the conclusion that, the oral English communicative performance of Saudi EFL university learners is characterized by errors of grammar, pronunciation, intonation, filler words, and inappropriate choice of words, lack of fluency, lack of confidence, hesitation and fear of making errors. However, the study attributes these difficulties to many factors including, for example, interference of the Arabic language of EFL university learners in learning and teaching process, EFL learners’ lack of motivation to develop their English oral communication skill, absence of speaking English courses at primary and high secondary school levels, in addition to that the learners lack the necessary vocabulary items and sentence formation skills that enable them to communicate in English. Finally, the paper recommends that EFL university instructors should try other different strategies for developing EFL learners’ oral communicative skills. In addition to that, they should build the learners’ self-confidence by creating a safe classroom environment, by giving learners more chances to speak in English on different situations and by using fun assignments and interesting topics regarding their age, gender, and context. Moreover, EFL learners should be encouraged to read more and more to get high quantity of vocabulary and be involved in intensive oral practice by encouraging them to have an English conversation club that consists of their own classmates.
Developing Productive Transferable CommunicationSkills among ESP Learners Developing Productive Transferable Communication Skills among ESP Learners (Published)
The demand for English for Specific Purposes (ESP) is expanding with the continuing increase of international communication in various fields, especially in countries where English is taught as a foreign language. ESP students need to be trained well to develop transferable oral and written communication skills in English. A proposed unit is designed by the researcher to develop transferable communication skills of a group of ESP learners at King Marriott Higher Institute for Computer Science, Alex., Egypt. Participants of the study sat for a pre-post oral/written communication skills test. Independent samples t-test proved that treatment was effective. The researcher comes to the conclusion that the training on transferable communication skills is ideal since it permits ESP learners to fundamentally enhance their oral and written communication skills as well as apply the content knowledge in the field of their professional practices