Barriers to English-Speaking Proficiency among Saudi EFL Learners: Perspectives from Students and Instructors

Abstract

This study explores the multifaceted challenges faced by Saudi EFL students at Majmaah University in developing English-speaking skills. Participants included 68 students and 31 instructors who responded to questionnaires, while 15 students and 18 instructors were interviewed. Using a mixed-methods approach, the study identified cognitive-linguistic, affective-psychological, and environmental-instructional barriers to speaking proficiency. The reliability and validity of the instruments were confirmed through a pilot study to ensure the accuracy and credibility of the findings. Results revealed that difficulties with grammar, vocabulary, and pronunciation, together with anxiety, low confidence, and teacher-centred approaches, hinder oral fluency. Recommendations include adopting communicative teaching practices, reducing class sizes, integrating authentic speaking opportunities, and providing teacher training. The study contributes practical and pedagogical insights relevant to both national and international efforts to enhance English language teaching in higher education. This study adds a combined analysis of student and instructor perspectives in one Saudi university, which is missing in previous research. It also shows how cognitive, affective, and environmental barriers interact in the local context.