The paper titled "Analyzing Speaking Errors Made by EFL Saudi University Students" by Emad Ahmed Al-Tamari focuses on identifying and categorizing speaking errors made by first-year Saudi university students majoring in English. The primary research question explores the types and sources of these errors.
The purpose of the study is to examine the specific speaking errors committed by Saudi EFL students and to determine whether these errors stem from interlingual (L1 interference), intralingual (developmental errors), or unique factors. The scope includes pronunciation and grammatical errors, with the aim of providing insights that could improve teaching strategies and student outcomes in language learning.
The methodology involves collecting speaking samples from 44 male students at King Khalid University, who have studied English for at least nine years. The study uses Corder’s (1974) five-step error analysis process, which includes identifying, classifying, and explaining the errors. The data were collected during the students’ final speaking exam, where each student was individually recorded and later analyzed.
Key findings indicate that pronunciation errors are predominantly interlingual, with students frequently substituting sounds that do not exist in Arabic. Grammatical errors, however, are more varied, with a significant portion being intralingual, suggesting that these errors are related to the students' developmental stage in learning English. Unique errors, although less frequent, were also identified, including errors in word order and incorrect use of pronouns.
The study concludes that L1 interference is a major factor in pronunciation errors, while grammatical errors are more likely to arise from developmental challenges in mastering English. The findings emphasize the need for more targeted pronunciation training and suggest that early intervention and continuous practice are essential for improving language proficiency. Additionally, the study highlights the importance of student motivation and proper time management, suggesting that these factors significantly impact language learning outcomes. The implications of this research are valuable for educators seeking to refine their teaching methods to better address the specific challenges faced by EFL students in Saudi Arabia.