An Exploration of Causes of Saudi Students' Reluctance to Participate in the English Language Classroom
By A. Hamouda. 2012
113 citations recorded by the source corpus.
EFL learners’ reluctance to speak English in the classroom is a problem commonly found in a foreign language context. This study attempts to investigate the causes of the non- participation of students in EFL classrooms in a key university in Qassim, Saudi Arabia. One hundred, fifty-nine first-year non-English majors answered a 66-item questionnaire on reticence. The research findings indicate that a considerable number of students were reluctant to respond to the teacher and remained silent in oral English language classrooms due to many causes such as low English proficiency, fear of speaking in front of others, negative evaluation, shyness, lack of confidence and preparation, and fear of making mistakes. The study also indicated some strategies used by students to participate in the class such as rehearsing what they say and preparing the ideas and questions. Based on the findings, pedagogical implications are discussed with the aim of enhancing the teaching and learning of spoken English in foreign-language contexts.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/fcba5a31425f7cf689b8fa3da9e080ad6954388f
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Citations in the corpus
- A Model of Foreign Language Anxiety in the Saudi EFL Context (2014, background): “The other two items (9 and 3) represent learners’ fear of communicating in foreign language classes because of lack of preparation, which has been established by previous research as a significant cause of students’ reluctance to participate in English language class, leading to FLA (Hamouda, 2013; ”
- Factors Underlying Low Achievement of Saudi EFL Learners (2016, background): “Based on more than 15 years’ experience teaching EFL in Saudi Arabia, Hamouda (2013) observed that Saudi EFL learners have serious deficiencies in speaking skills and usually appear reluctant to speak in English language class for a variety of reasons.”
- A motivational process model explaining L2 Saudi students’ achievement of English (2019, unknown): “…many Saudi students of English at the university level lack motivation to acquire the knowledge and skills involved in learning English (Al-Maini, 2006; Alrabai, 2016; Alrahaili, 2014; Hamouda, 2012; Moskovsky, Alrabai, Paolini, & Ratcheva, 2013; Moskovsky, Assulaimani, Racheva, & Harkins, 2016).”