Determinants impacting English language speaking skills Among University students in Somalia. ( Case Study Mogadishu University institute of languages)
Jul 2026· Addaiyan Journal of Arts Humanities and Social Sciences· 0 citations· 5 references
Abstract
This research examines the challenges faced by Somali university students in learning and speaking in English as a foreign language, with a particular focus on learners at the Mogadishu University Institute of Languages. Effective English language instruction for non-native speakers necessitates the use of appropriate pedagogical strategies and methods. The study investigates Somali speakers’ perceptions and the specific challenges they face when studying English as a second language (ESL), with a focus on major obstacles and areas of weakness in both speaking and studying English.The study also identifies a cyclical relationship between anxiety and performance, where fear of errors reduces participation, which in turn limits language development. A qualitative research design was employed, using semi-structured interviews and classroom observations to collect data from a purposive sample of undergraduate students with low speaking performance. The findings indicate that Somali speakers encounter significant linguistic challenges in learning and speaking English, and the study explores the relationship between Somali-English speakers and their levels of English competency and proficiency. The most prevalent issues include limited vocabulary, speaking barriers, poor grammar, retained but contextualized, and .low speaking performance. These factors hinder their ability to speak English fluently and are exacerbated by restricted access to English-speaking environments. This research specifically explores the difficulties faced by undergraduate students and the potential causes of their challenges in developing speaking skills.The study offers practical recommendations for educators and highlights the need for further research with broader samples and more robust methodological frameworks.
Despite more than a decade of formal English language instruction, many Malaysian tertiary students continue to experience difficulties communicating confidently in English. This study explores the factors that hinder spoken English development among diploma students and examines their perceptions of English language learning as well as their expectations of English lecturers. Guided by Krashen’s Affective Filter Hypothesis, Vygotsky’s Sociocultural Theory, and Expectancy-Value Theory, the study employed a qualitative research design using open-ended questionnaires administered to ten diploma students from a private higher education institution in Kelantan, Malaysia. Thematic analysis revealed three interrelated themes: (1) affective barriers and linguistic insecurity, (2) pedagogical limitations and communicative deprivation, and (3) learner expectations of supportive and meaningful learning experiences. Findings indicate that students’ speaking difficulties stem not only from linguistic limitations but also from anxiety, fear of negative evaluation, low self-confidence, limited opportunities for authentic communication, and a perceived mismatch between classroom practices and communicative needs. Participants expressed a strong preference for interactive, learner-centred, and supportive learning environments that encourage risk-taking and meaningful language use. The study highlights the importance of emotionally responsive and communicative pedagogies in fostering spoken English proficiency and challenges deficit perspectives that portray learners as unmotivated. The findings contribute to the understanding of spoken English development in Malaysian tertiary education and provide practical implications for lecturers, institutions, and policymakers seeking to enhance graduate communicative competence.
Iz’an Rosmani, Siti Nur Saadah Saadun· International journal of res...· 0 citations
English-speaking anxiety remains a significant challenge for EFL learners, particularly in higher education contexts where students are expected to communicate actively in English despite limited linguistic competence and classroom exposure. In socio-religious learning environments such as Islamic higher education institutions, speaking anxiety may also be influenced by cultural and communicative norms. Therefore, this study aimed to investigate the level, perceptions, and contributing factors of English-speaking anxiety among first-year EFL students at Nurul Jadid University.This study employed a mixed-methods design involving 43 first-year students aged 18–20 years enrolled in a second-semester speaking course. Quantitative data were collected using the English-Speaking Anxiety Scale (ESAS), while qualitative data were obtained through semi-structured interviews. The data were analyzed using descriptive statistics and content analysis.The findings revealed that vocabulary limitation was the primary factor contributing to students’ speaking anxiety, followed by low self-confidence, fear of making mistakes, and limited opportunities for speaking practice. Pedagogical factors, including classroom atmosphere and teacher support, also influenced students’ anxiety levels. In addition, the socio-religious learning environment shaped students’ communication behavior and classroom participation.The study suggests that supportive and context-sensitive pedagogical approaches are essential to reduce speaking anxiety and improve students’ communicative competence in EFL classrooms. This research contributes to the understanding of speaking anxiety within Islamic higher education contexts and highlights the importance of integrating linguistic, psychological, pedagogical, and socio-cultural considerations in EFL instruction.
Mochammad Nur Faqih Khalilullah, Mochlis Ekowijayanto· Journal of Languages and Lan...· 0 citations
Speaking is widely regarded as one of the most challenging language skills for English as a Foreign Language (EFL) students, as it requires the students to simultaneously maintain linguistic accuracy, fluency, and social interaction. This study investigates the students’ difficulties when speaking English in an English course, with a particular focus on the interaction between psychological factors and language factors. A qualitative research design was employed in this study. Data were gathered though semi-structured interviews. The findings indicate that students’ speaking difficulties arise from the interaction between psychological and language factors. Psychological factors, including anxiety, fear of making mistake, low self-confidence, and shyness. Meanwhile, on language factors, such as inadequate vocabulary, weak of grammatical competence, and pronunciation difficulties, thereby reducing student’s willingness and ability to communicate. The students had attempted various strategies to overcome their speaking difficulties; however, their efforts had not yet been effective.
Fabella Machfira, Nenden Sri Lengkanawati· Journal of education studies· 0 citations
The integration of social media into English language learning has created new opportunities for university students to practice speaking beyond the classroom. However, limited research has explored how Instagram is used to support English speaking practice in the Indonesian EFL higher education context. This study aimed to explore the use of Instagram for English speaking practice among Indonesian EFL university students. A descriptive qualitative case study was employed involving 10 fourth-semester students of the English Education Study Program at UIN Fatmawati Sukarno Bengkulu. Data were collected through semi-structured interviews and documentation and analyzed using thematic analysis. The findings revealed that students generally perceived Instagram as a valuable supplementary platform that supported pronunciation, vocabulary development, fluency, motivation, and speaking confidence. Students utilized Instagram features, particularly Reels, video recording, comments, and saved content, to facilitate independent speaking practice and self-reflection. Despite these benefits, they also encountered psychological, linguistic, technical, and behavioral challenges, including speaking anxiety, limited vocabulary, digital distractions, and inconsistent learning habits. The study concludes that Instagram can effectively support English-speaking practice when it is used purposefully and accompanied by self-regulated learning strategies. These findings provide practical insights for integrating social media into English language teaching in higher education.
This study describes the experiences of first-year students related to academic culture silence in English language learning during their transition from high school to university. The study was carried out in the English Education Department of Islamic Darul Ulum University Lamongan, Indonesia, and involved four students (two males and two females). The results show that students experienced diverse difficulties, including contradictions in high school teacher-centered approach and university student-centered approach, extensive use of English during classes, great number of academic assignments, inability to follow lectures, and psychological obstacles like anxiety, fear of errors, low self-esteem, and social comparison. Nevertheless, the students managed to overcome the difficulties by applying different techniques such as self-study with materials and watching English videos, consulting with professors and graduate students, teamwork with peers in learning, vocabulary improvement and building self-confidence, and perception of mistakes as a natural part of the learning process. Based on the findings, it could be said that academic culture silence is not a permanent barrier, but only a transitional state, and that linguistic competence, independence, and socialization are crucial for successful adaptation. This study is important for understanding the experience of freshmen at EFL local.
This study investigates the challenges faced by students in mastering English speaking skills in the IPS flagship program at Nurul Jadid High School, an Islamic boarding school in East Java, Indonesia. Focusing on EFL (English as a Foreign Language) students, this study aims to understand the various factors that influence students' speaking abilities, where the unique learning environment in Islamic boarding schools presents its own challenges. Through qualitative and quantitative approaches, data was collected using observation, semi-structured interviews, and Likert questionnaires to explore students' perceptions of the difficulties they face when speaking English. Preliminary results indicate that internal factors such as lack of confidence, as well as external factors such as social pressure and teaching methodologies that focus more on theory than speaking practice, contribute significantly to students' low speaking skills. This study also found that students' English language experience outside the classroom is very limited, which often causes anxiety when facing real situations that require speaking skills. Students tend to be passive in communication activities and prefer not to participate actively for fear of making mistakes. To overcome these challenges, this study recommends the development of more communicative and interactive teaching strategies, including the application of the Communicative Approach and Task-Based Language Teaching.
I. Cahyani, Mochlis Ekowijayanto· JURNAL ILMIAH GEMA PERENCANA· 0 citations