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TRANSCRIPT
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Int
63
ns abou
A Case
versity,
Muhammad R
y, English L
y, P.O.Box
riaz_khan6
Shehla Ria
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shehla1956
hmad (Corre
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: saeed_edu
December 22
p://dx.doi.or
i Arabia), liills in Engli
ntry, and theut the needtivities keepng English es, i.e. the
ternational Jou
ut the I
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Saudi
Riaz Khan
anguage Ce
114, Jizan,
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az Khan
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6@hotmail.
esponding a
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ike anywherish language worldwided of speakiping in viewlanguage. Tfirst grade
urnal of Englis
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re else in EFe for a highe too. The ng skills aw the generThe sample e students
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settings, itive and taken to
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KeywoExtra C
1. Int
Englishfields oglobalizlanguagbest to eworld infor Sauhistory languagprestigetopic ocommuthe Sauskills anof modemedia, professithe fieldto commwas alrecommu
Due to commuwriting)referredand man(Ur, 200
Rec
ss and Comdata was oe items indg level of ms offered bta shows theneeds, persofor attending
rds: CommCoaching
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h is the numof commerzation, just ge for internequip their n grabbing
udi Arabia wof Saudi A
ge (Ahmad e and gettinof hot debunication skiudi context nd their neeern technolmass com
ional courseds of businemunicate veeady on its
unications be
the rapid prunication thr), speaking d to as ‘speany, if not m08). Al –Gh
cently, it [E
mputer Scienobtained usdicating theoral commby the unive participanonality devg extra langu
munication
mber one lince, educatias in the M
national comyouth with jobs and sc
was first reaArabia, was
& Ahmadng jobs in thbate. A pleills for the Eto elaborat
eds to particlogy in educ
mmunicationes to acquiress, engineeerbally as wway to bec
etween peop
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seems intuakers ‘ of th
most, foreignhunaimi (20
English lan
nce of this using a strueir understa
munication aversity. The nts’ understavelopment, uage trainin
Skills, En
ngua franca ion and touMiddle AgemmunicationEnglish so
cholarships alized decad included i
d, 2015). The multi-natethora of rEnglish langte students’cipate in thcational ins
n and internre commandering and tewell as in wcome a genuple who don
globalizatioe world. Ofuitively the hat languagen language 03:2) states
nguage] has
Int
64
university. Auctured queanding of tand the nequantitativ
anding of thattaining an
ng sessions
nglish for S
in the worurism due
es, for examn. The counas to makeat the interndes ago ( inin the natioThe commational compresearch isguage learn’ own percee language
stitutions, renet, it has d over Englechnology f
writing. By uine lingua n’t share the
n, English hf all the foue most impoe, as if spealearners are
s that:
s been the
ternational Jou
A survey mestionnaire the importa
eed to partive data werehe importannd survivalother than t
Specific Pu
rld today, anto its apex
mple, Latin ntries in the them able national levn 1920s) wh
onal curricuand on com
panies in Saus available ners, yet thereptions on training pro
evolutionarybecome in
lish languagfind it an esthe end of franca that
e same first
has becomeur skills (lisortant: peopaking include primarily
language o
urnal of Englis
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thod techniabout studeance of speicipate in te analyzed ce of comml in the jobtheir normal
urpose, Stud
nd a dominax position served for
e Middle Eato compete
vel. The imphen it, for tlum to be tmmunicatioudi Arabia
on the nre is hardly their existiograms. Wiy changes innevitable foge (Harmer,ssential partthe twentieis a langua
t (or even se
e one of thestening, speple who knded all otherinterested i
of “globali
sh Language EISSN 2
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ique was adents’ respoeaking skilthe extra cby using S
munication sb market, aal routine co
dents’ Perc
ant languagin the proa specific t
ast are striviwith the re
portance of the first timtaught as a
on skills fohas recently
need of imy found any ing commuith the invon the new w
for the stud, 2012). Sturt of their edeth century, age used wiecond) lang
e essential meaking, readnow a langur kinds of kin learning t
ization". Th
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dopted in onses on lls, their coaching PSS 17.
skills for and their ourses.
ceptions,
ge in the ocess of time the ing their
est of the f English me in the a foreign or social y been a
mproving study in
unication olvement world of dents of udents in ducation English
idely for uage.
means of ding and uage are
knowing; to speak
herefore,
EngAra
Oral coit is therole in tof themstudentscommu2004).
2. Bac
The poArabia,integrallevel inAlthougtheir studifficultare manlanguagcauses larises fclassrooto the stdifficultcommutheir me
Furthermtechnicatesting the properformcurriculstrategicommucommurelated situationleads tomakes iand oraknowle
glish as a foab countries
mmunicatioe basis of lithe persona
mselves and s learn abou
unications o
ckground o
oor speaking and the stul part of then most of thgh students udies in thties when cny reasons ge in the cllack of motfrom the fom or outsidtudents’ defties in usin
unicative siteaning acro
more, mostal skills (Ahsystem to inoblem. Rab
mance of Arlum design,es at the u
unicative acunication. L
to differentn for applyo students’ it even mor
al/speaking dge but the
foreign langs to enable s
on is the greiteracy. Lik
al and socialothers, strenut themselvf others, en
of the Study
g ability ofudents of Ja syllabus inhe universitlearn Engli
he above mcommunicat
for their plassroom, aivation to th
fact they cde when theficiencies in
ng English uations. Th
oss (Rababah
t of the studhmad & Ranclude the rbabah (200rab students, testing theuniversity ctivities w
Learning a ft factors, theying what hlack of ex
re challengiskills in pa
ey cannot sa
guage has bstudents to
eatest use okewise, Gilll developmengthens thees, ideas, an
nabling stud
y
f students izan univers
n elementaryties at PYPish languag
mentioned edting in Englpoor speakiand unfavouhem. Yasmiannot use ey are requin communicfor commu
hey often lach, 2003:45)
dents have ao, 2012). Trequired ora03:89) argus in Englishe oral commlevel. In thhich is a foreign lange main two has been le
xposure on ing for the
articular. Sauay exactly w
Int
65
been considecope with m
f language lian (2005, ent of studeeir social relnd feelings
dents to part
is a serioussity studentsy and seconP (preparatoge for a longducational lish in the cing/oral skiurable learnin (2004:45English co
ired to do socative comp
unication whck in vocab).
the tendencThey only sal assessmenues that th
h courses sumunication he classroo
great hinguage is noof them ar
earned (ELhow to leateachers toudi student
what they w
ternational Jou
ered of impmodern life
and is the b23) assertents. It enabllationships’and becom
ticipate in s
s problem as are no excndary schooory year prog span of timinstitutionsclassroom oills. They oning enviro) argues thaorrectly ando. This meapetence andhen they enbulary or la
cy to cram study to pasnt/gradationhe continu
uggests a lacskills and
om, they hndrance forot an easy e: mother to- Majdalawarn Englisho teach thems have som
want. There
urnal of Englis
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portance in and develop
basis of comed that ‘langles them to . Through o
me capable oociety succ
across the Kception. Engls; and alsoogram) all ome (almost s, but still mor in real lifonly get a onment outat the studend appropriaans that the d self-expresngage themnguage item
from booksss the examn in this conuing dissatick of fundamadopting ap
have rarely r learning task. The p
ongue interwi, 2005:45h Language m English l
me opinion bare some m
sh Language EISSN 2
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curriculump their coun
mmunicationguage playgain unders
oral commuof respondincessfully (C
Kingdom oglish langua
o at the interover the Keight yearsmost of thfe situationchance to
tside the clnts’ major dately eitherdifficulty is
ssion. Studemselves in ams they nee
s, even for ms and the fannection aggisfaction wmental stanppropriate t
been invothe langu
problems crference and5). Conseque effectivelylanguage inbased on th
motivational
Education 2325-0887
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in most ntries.
n; in fact, s a vital standing
unication, ng to the hanrung
of Saudi age is an rmediate
Kingdom. s) during em face
ns. There practice assroom
difficulty r in the s related ents find authentic ed to get
learning ailure of gravated
with the ndards in teaching olved in uage for could be d no real uently, it y, and it general eir prior reasons
but the (2012), phenom
VerknofindTheacttha
The Mrecruitinmateriastudentsmodernsystem college/
2.2 Lan
The malanguagpupils cnecessameaninthat puplanguaglanguag1996).
Motivatthem ena langupredispto give and thebrainstothe langspeakin
In classto use languagthey areparticul
main reasoin EFL/E
menon in the
ry often whowledge (i.ed that they ere seems ttively usablan their acti
Ministry of ng highly q
als, and offes are still s
n techniquesand to gen/university
nguage Anxi
ain objectivge to interaccommunicatary to use gful purpospils in the
ge and theyge, in this re
ting studentnough languuage teacherosed to exppersonal in
erefore losinorming activguage classng task (Cul
ses, where ait: because
ge, and bece talking in larly the les
n in this coSL contextese words:
hen people e. they may
cannot acto be somele languageve language
Education qualified tearing scholar
struggling ins, approach
nerate their level.
iety and Mo
ve of oral ct in realistite with each
interestingse. Brumfitforeign lan
y should beegard, has b
ts to speak uage supporr. Students
pressing themnformation ng face in fvities befor. Brainstormlen, 1998).
all or a numbe it’s easierause they fsmall grous discipline
ontext is thet in genera
study a la know rule
ctually use e difficulty e. For manye.
in the Kinachers fromrships for thn learning E
hes and metinterest par
otivation for
communicac and meanh other and g topics but (1998- as nguage clasgiven opp
been shown
English whrt, feedbackare often r
mselves in for opinion
front of there the oral/sming allows
ber of the le, and it feefeel less ‘exups it can beed or motiva
Int
66
eir lack of oal and Saud
anguage, thof grammathis languain moving
y learners,
ngdom is im different he Saudi stuEnglish lanthodologiesrticularly fo
r Communic
ation in theningful ways
express theut more immentioned
ssroom shoortunities tto increase
ho are reluck and encoureluctant to front of oth. Frequently
eir classmatspeaking tass the studen
earners sharels unnaturxposed’ if te quite diffiated ones –
ternational Jou
ral practicedi context
hey accumuar and list oage to com
language ftheir passi
investing aparts of the
udents to stunguage. Thes to bring ior learning
cation
e class is ts. Ur (2008)
emselves fremportantly
in Johnsonould frequeno use the lstudents’ m
ctant/shy touragement a
speak becaher people, ey, there is ates (Harmersk to generants to create
re the same ral to speakthey are specult for theto keep to t
urnal of Englis
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in the langin particul
late a lot of vocabulamunicate wfrom ‘up-thive knowled
large amoe world, onudy abroad,ere is an urimprovemenEnglish for
to get stude) claims thaeely in the ta
the discoun & Morrowntly be expanguage. C
motivation (C
o speak in tare the mainause they aespecially wa worry abor, 2012). Enate ideas is e a context
mother tonk to one aneaking theirteachers to
the target lan
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guage. As Slar, elabora
of ‘up-in-thary items), bwhen they where’ knowldge is much
ount of mon books and, but majoritrgent need tnt in the edr communic
ents use that in order toarget languaurse must
ow 1986:48)posed to th
ContextualizCordova &
the class, prn responsibiare shy andwhen they aout speakinngaging stua good strafor the sub
ngue, they mnother in a r mother too get some canguage. Lig
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crivener ated this
he-head’ but then want to. ledge to h larger
oney on d course ty of the to adopt ducation cation at
he target o get the age, it is have a
) claims he target zation of Lepper,
roviding ilities of
d are not re asked
ng badly udents in ategy for bsequent
may tend foreign
ongue. If classes - ghtbown
& Spad
In expinflreaspeclarelema
In the literms oare not -demotiand whEricsson
Social apsychiaexperiendistressgiving rthat the& ElSaothers’ stress intachycaand pooovercomoutside
3. Lit
Few stustudentsin tacklvarious it handlthey arehas exacombin
In witthe
da (2006) sta
a teacher’spress interefluence on asons for stueakers. Teacssroom are evant to thnageable an
ikewise conof the ability
given oppoivated and hen acquirinn (1993:74-
anxiety disoatric disordnced by ma
sed, particulreports in g
ey will embayegh (2001
reactions tonducing sit
ardia, increaor eye conme by provthe classroo
terature Re
udies haves' speaking ling and enhmethods su
les an EFL/Ee keen on lamined the ning both wr
ESL/EFL cth one anoteir words, o
ate that:
’s mind moest in subjethose behaudying the chers can mplaces that
heir age and clear, an
ntext, Nunany to carry ouortunities toloose intereng new kno-75) would
order is theder in the Uany people larly when egroups, exparrass them
1:653) explao their perftuations or ased blood pntact (Muzinviding studeom.
eview
e examinedskills in pa
hancing Mauch as writtESL contexistening ratreasons forriting and sp
classroom inther: teacher say nothin
tivated studect matter aaviours andsecond lang
make a posit students ennd level of
nd the atmos
n (1991) wrut a convero speak Enest in learniowledge mosay it.
most commUSA (Muzin new sociengaging inpressing dismselves and ain it: “Theformance asundergo ps
pressure, trena and ElSents enough
d developinarticular. Foralaysian Engten assignmxt similar tother than sp
Asian studpeaking. Alj
nteraction, ers babble ang. Almost
Int
67
dents are tand study d the motivguage or thitive contrinjoy coming
of ability, tsphere is su
rote that: “Ssation in th
nglish in theing”. Learnotivation ha
mon anxietyzina & ElSial situation
n such activisagreement
that othersey frequentls negative”sychologicaembling, shaSayegh, 200h chances t
ng communr example, glish major
ment-orienteo the one at hpeaking (as dents’ low pjuma (2011
teachers aall the timeall such tea
ternational Jou
those who a great devation theyheir attitudebution to stg to becausethe learninupportive
Success (in he (target) lae language ning is an aas a decisiv
y disorder aSayegh, 200ns, this condities as puband speaki are judgingly judge the. As a resu
al distress aaking voice01:652). Suto practice
nicative comJassem (19s’ skills in ad seminars.hand, wherementioned
participation) also noted
and studentse, whereas sachers and
urnal of Englis
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participateeal. Teachery represent e toward thtudents’ moe the conteng goals ar
the classroanguage. Thclassroom
active proceve influenc
and is the t01). Unlikedition makelic speakingng in classg them negemselves hault, sufferersand physicae, shortness uch types otheir learne
mpetence in97) was paracademic di This is an e Malaysianin Aljuma,
n in class ind that:
s are often students mulecturers, t
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e actively irs also havthan on s
he languageotivation to nt is interesre challeng
oom) is meaherefore, if they may s
ess within thce on the re
third most ce the usuales the suffeg, asking qu, because th
gatively. As arshly and ps either avo
al reactions of breath, s
of problemsed language
n general rticularly in
discussions binteresting
ns are usual, 2011). Leen Australia
on opposinumble and therefore, c
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in class, ve more students’ e and its
learn if ting and ging yet
asured in students soon get he pupil esult, as
common l nerves rers feel uestions, hey feel Muzina
perceive oid such such as
sweating s can be e in and
and the nterested by using work as
lly silent; e (2009) through
ng sides swallow
complain
aboparrespesp
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4. Res
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4.1 Par
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A strucmodel commuresized the modhad loareportinafter Do(D), andsuch asdisagreepurposetranslat
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willingnessrustrating their questiolatter, no m
s why studeture. For inse presence her, 2002). Pof communvent some seir nerves rerrassed and
Students maor saying th
thodology
ch involvedunication, t
xtra coachined questiothe help of e spot and t
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(Questionna
tionnaire w(1980) w
vel of the stview the ob
tionnaire. Hhan 0.4 on a analysis. Iaguchi (201Disagree (Sen to the hring was reg the questirabic langu
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Int
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d componentionnaire, aongly Agre
e positive ite1 to the lowthe items wsy for the sthe both v
ternational Jou
o talk and cially whenphenomeno
her is local
to speak upeel nervous urk, 1985; s to this as “e presence g in seminaruately sharins who then ssibility of
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ss representalling up the
students froto time conn.
ta for this r50 items
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om the quesnt matrix. So
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urnal of Englis
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cate. This ive no feed
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assroom haught of speak
999; Bryancation appre While the
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eutral (N), De, scoring wly agree to onnotations.
questionnaiand Arabic
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may be dback or contexts,
ave been king out n, 2001; ehension e fear of ho speak elligence, never to lves and
portance need of earch in ire was
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Fact
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n the graph ion about their takin
on about thetheir partic
tor 1 Facto
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of the questgh, yet acce
Technique wink & Fidelzation as adraw score oto the facto
d, followinculate variat of data fofactors and
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Fac
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e students ationnaire in
d percent of igned the reThe questi
f validationtionnaire weptable keep
which is cll, 2013) wadvocated byof the item or’. Hence,
ng Bradfordance of theor its calculd Rotated C
ict the resulortance of oaching for onal level toclassroom
1
ctor Analy
3 Factor 4
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was measureping in view
considered as used for dy Comrey &is subtractethe item st
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ection. Howch, in fact, abic versionting data exilot tested
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wever, all requires
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Standard norm of d below e to the
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Table 1
Item No. 1
2
3
4
5
*RCM=
The itemof Englon fact(0.723) 4 (0.59responsitem Nowas on show ccommu
Table 2commu
Item No. 1
ence, studeions about heir existingl situation ond/foreign fortable in et also depicextra languaen factors in
. Factor 1, S
I believimportanI thinkeducatio I think good graI feel Ejob interGood csurvival
= Rotated C
ms identifieish commun
torization. T‘I think En
93) ‘I feel Ese on all theo. 2 (4.0161
item No. 4clearly posiunication.
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assroom is a
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ication fulfito speak wendeavour
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practice nterviews to
as a who. Nunan (19ettings and ding socios may containg passage)ises. An acto do in relng activities
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be doing (Ha
hmad, N. (Teaching Es and Englis
o, C. (2013): A case stu
a problem
ng English achers is to work. Ke
s, Deepa (2
fils a numbewell in their rs. They ws and argumractice speagoals and be
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2015). FosEnglish as ash Literatur
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2012) asserte
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stering Interan Internatire, 4(6).
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AhmadMethodPractic
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