The paper titled "Factors Underlying Low Achievement of Saudi EFL Learners" by Fakieh Alrabai primarily focuses on investigating the various factors that contribute to the low English as a Foreign Language (EFL) achievement among Saudi students. The study aims to identify both internal and external factors affecting EFL performance and to offer recommendations for addressing these challenges within the Saudi educational context.
The purpose of the study is to explore the underlying reasons for the low EFL proficiency levels among Saudi learners, despite significant governmental efforts to improve English language education. The scope includes an examination of demographic variables related to the learners themselves, such as motivation, attitudes, and anxiety, as well as external factors including sociocultural influences, instructional practices, and systemic issues within the Saudi educational system.
The methodology of the paper involves a comprehensive review and analysis of existing literature and research studies that examine the internal and external factors influencing Saudi EFL learners' performance. The author synthesizes findings from various sources to provide a holistic understanding of the challenges faced by Saudi students in acquiring English language skills.
Key findings of the study indicate that a combination of learner-related factors, such as low motivation and high anxiety, along with external influences like the dominance of the Arabic language, cultural resistance, ineffective teaching methods, and systemic educational shortcomings, contribute significantly to the low EFL achievement among Saudi learners. The study highlights that these factors create a complex and interrelated set of challenges that hinder students' English language development.
The conclusions of the study emphasize the need for a multifaceted approach to improve EFL outcomes in Saudi Arabia. The author suggests that addressing both internal and external factors is crucial for enhancing English language proficiency among Saudi students. This includes reforming the curriculum, improving teacher training, promoting learner autonomy, and increasing exposure to English both inside and outside the classroom. The study's findings have important implications for policymakers, educators, and researchers working to enhance EFL education in the Kingdom of Saudi Arabia.