Difficulties in Speaking English among the EFL students in Iraqi Kurdistan Region

Abstract

Speaking is a measure of linguistic ability and a fluent speaker is considered as a skilled language learner. In Kurdistan Region of Iraq -KRI, English is taught as a foreign language from elementary to university. However, Kurdish students, even university students, have challenges with speaking English and show their attitudes to speaking as one of the complex skills in language learning. This paper revealed that most learners have personal, linguistic, social, and environmental speaking challegnes. Lack of confidence, insufficient vocabulary, reluctance, nervousness while speaking, fear of making errors, lack of an appropriate setting to practice English, and lack of instructor enthusiasm were major problems of Kurdish students. This study looked at students' speech problems and their reasons. The researchers collected data from 12 second-year students in the National Institute of Technology, in sulaimaniyah city, as an example by adopting a semi-structured interview. The data were collected and analyzed in two significant categories: difficulties and reasons, with three subgroups. The research focused on psychological, social, environmental, interpersonal, and linguistic issues as challaenges of speaking difficulty, instructor and instruction, core curriculum, misuse of mother tongue, insufficient education, and classroom culture as causes of speaking inadequacy. The researchers recommend the development of a positive atmosphere, promoting knowledge acquisition, modifying teaching approaches, and rewriting courses.

Linguistic and non-linguistic barriers to English speaking ability among Saudi EFL learners

“…Kustati et al (2023) have suggested cultural intervention and awareness during the language acquisition process. Ghafar and Amin (2022) investigated EFL learning of Kurdish students and found social, interpersonal, environmental, linguistic, and psychological issues, impacting the way students learn language and stressed improving the classroom environment to provide a conducive atmosphere to promote knowledge, expedite vocabulary acquisition and address speaking inadequacy. Thus, it is suggested that EFL teachers in the colleges and universities of Saudi Arabia acquire intensive training in teaching English as a foreign language to improve their mastery of English teaching.…”

“…The study's results revealed that linguistic barriers, psychological barriers, and material barriers were the three speaking barriers impeding the learning process. Ghafar and Amin (2022) viewed that speaking helps to measure the linguistic ability of a person and makes him a skilled speaker. Ghafar and Amin (2022) conducted a study in the Kurdistan Region of Iraq -KRI where English was studied and imparted as a foreign language.…”

The Impact of Cooperative Storytelling Strategy on the Learner’s Speaking Proficiency

“…Nevertheless, a significant proportion of individuals learning English as a second language (ESL) continue to encounter challenges in developing their oral communication abilities in the English language. The primary challenge faced by language learners is a need for more confidence in the English language (Paneerselvam & Mohamad, 2019;Kashinathan & Aziz, 2021;and Ghafar, 2022). The active participation of learners in English-speaking activities necessitates a requisite level of excitement on their behalf.…”