The International Journal of Technology, Innovation, and Education

ISSN: 2820 – 7521

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Volume 2, 2024 – Issue 2

Moroccan EFL learners’ speaking skills: Status, challenges and solutions

Amar Faryat 1 and Hind Brigui 2

Department of English, Faculty of Languages, Letters and Arts, Ibn Tofail University, Kenitra, Morocco.

Corresponding author: amarfaryat@gmail.com

DOI: 10.5281/zenodo.14789660

Abstract

Most learners in Moroccan public schools are exposed to English at a late stage, which is one of the challenges they face. The main objective of this study is to identify the main challenges encountered by Moroccan EFL learners in English-speaking skills. The main question of this research is what the Moroccan EFL learners’ main challenges in English-speaking skills are. The significance of this study is to allow teachers and students to benefit from this research outcomes. This study contributes to finding solutions to the challenges that encounter the Moroccan learners of English as a foreign language in the English-speaking skills. This study opted for students’ questionnaire distributed to Moroccan EFL learners, second year baccalaureate, Science and Art streams, at Dar Salam senior high school in Rabat. The study concluded that Moroccan English as a foreign language (EFL) learners need more time to practice English-speaking skills. Besides, motivation is important in enhancing learners speaking skills. The syllabus and the teaching materials of the speaking English skills courses require improvement to meet the needs of the learners and to fit the demands of the labor market. The recommendations and the solutions would help to overcome the current status and challenges in learning English-speaking skills.

Keywords: English speaking skills, EFL learners, challenges, Moroccan English Learners, solutions. 

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Published

2024/06/01

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Section

Research Papers

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Faryat, A., & Brigui, H. (2024). Moroccan EFL learners’ speaking skills: Status, challenges and solutions. The International Journal of Technology, Innovation, and Education, 2(2), 53–65. https://doi.org/10.5281/zenodo.14789660

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APA

16359756 {16359756:S74QZQNA} 1 chicago-author-date 50 default 895 https://ijtie.com/wp-content/plugins/zotpress/
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Faryat, Amar, and Hind Brigui. 2024. “Moroccan EFL Learners’ Speaking Skills: Status, Challenges and Solutions.” The International Journal of Technology, Innovation, and Education 2 (2): 53–65. https://doi.org/10.5281/zenodo.14789660.

16359756 {16359756:S74QZQNA} 1 modern-language-association 50 default 895 https://ijtie.com/wp-content/plugins/zotpress/
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Faryat, Amar, and Hind Brigui. “Moroccan EFL Learners’ Speaking Skills: Status, Challenges and Solutions.” The International Journal of Technology, Innovation, and Education, vol. 2, no. 2, June 2024, pp. 53–65, https://doi.org/10.5281/zenodo.14789660.

16359756 {16359756:S74QZQNA} 1 ieee 50 default 895 https://ijtie.com/wp-content/plugins/zotpress/
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[1]
A. Faryat and H. Brigui, “Moroccan EFL learners’ speaking skills: Status, challenges and solutions,” The International Journal of Technology, Innovation, and Education, vol. 2, no. 2, pp. 53–65, June 2024, doi: 10.5281/zenodo.14789660.

16359756 {16359756:S74QZQNA} 1 harvard1 50 default 895 https://ijtie.com/wp-content/plugins/zotpress/
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Faryat, A. and Brigui, H. (2024) ‘Moroccan EFL learners’ speaking skills: Status, challenges and solutions’, The International Journal of Technology, Innovation, and Education, 2(2), pp. 53–65. Available at: https://doi.org/10.5281/zenodo.14789660.

16359756 {16359756:S74QZQNA} 1 vancouver-author-date 50 default 895 https://ijtie.com/wp-content/plugins/zotpress/
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Faryat A, Brigui H. Moroccan EFL learners’ speaking skills: Status, challenges and solutions. The International Journal of Technology, Innovation, and Education [Internet]. 2024 June 1;2(2):53–65. Available from: https://ijtie.com/v202/n67

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Faryat, A., & Brigui, H. (2024). Moroccan EFL learners’ speaking skills: Status, challenges and solutions. The International Journal of Technology, Innovation, and Education, 2(2), 53–65. https://doi.org/10.5281/zenodo.14789660

References

Alhmadi, N.S. (2014) English Speaking Learning Barriers in Saoudi Arabia: A case Study of Tibah University. Arab World English Journal, 5 (2) 38-53.

Al-Ghazali, S., & Qaid, A. M. (2019). Speech and Articulation Rates of Speaking Fluency by Yemeni EFL Learners. Language in India, 19(2).

Al Hosni, S. (2014). Speaking Difficulties Encountered by Young EFL Learners. International Journal on Studies in English Language and Literature (IJSELL) 2 (6), 2-30.

Ali, et al. (2019). Attitudes of Saoudi EFL Learners towards Speaking Skills. Arab World English Journal, 10 (2) 253-364.

Al-Sobhi, B. M. S., & Preece, A. S. (2018). Teaching English Speaking Skills to the Arab Students in the Saoudi School in Kuala Lumpur: Problems and Solutions. International Journal of Education and Literacy Studies, 6(1), 1-11. 

Al-Tamimi, N. O. M. (2014). Public Speaking Instruction: A Bridge to Improve English Speaking Competence and Reducing Communication Apprehension. International Journal of Linguistics and Communication, 2 (4), 45-68.

Dew, A. (2015). Perception of English: A Study of Stuff and Students at University in Yogyakarta, Indonesia. Cambridge, UK: Cambridge Scholars Publishing.

Bin-Hady, W. R. (2020). Teaching Speaking Skill to EFL College Students through Task-Based Approach: Problems and Improvement. 8(2) British Journal of English Linguistics, 8(2), 113-130.

Brown, H.D (2007). Principles of Language Learning and Teaching. White Plains, New York: Pearson Longman.

Larasati, F. (2018). Student Centered Learning: An Approach to Speaking Skill in EFL Classroom. English Community Journal, 2(1), 153-157.

Richards, J.C., & Rodgers, T.S. (1986). Approaches and Methods in Languages Teaching. Cambridge: Cambridge University Press.

Richards, J.C. (2006). Communicative Language Teaching Today. New York: Cambridge University Press.

Sarantakos, S. (1998). Social Research.  Hong Kong: Macmillan Press Ltd.

About the authors
  1. Amar Faryat, Department of English, Faculty of Languages, Letters and Arts, Ibn Tofail University, Kenitra, Morocco.

    amarfaryat@gmail.com
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  2. Hind Brigui, an Associate Professor of Applied Linguistics and TEFL at the Department of English Studies, Faculty of Languages, Letters and Arts, Ibn Tofail University, Kenitra (ITU), Morocco. She is also a member at ‘Literature, Arts and Pedagogical Engineering’ Research Lab at ITU, and a permanent member at Aryam Center for Research and Studies. She is an editorial board member in IJJA of Humanities and Social Sciences. She holds a Doctorate in Education from the Faculty of Education, Rabat, Morocco. Her research interests include FLA, Applied Linguistics and TEFL.

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