The academic paper titled "Factors Contributing to the Gap Between Listening and Speaking Skills Performance Among University Students Post COVID-19" primarily focuses on investigating the disparity in performance between listening and speaking skills among EFL (English as a Foreign Language) students, particularly in a post-pandemic context. The study was conducted among 168 female students at the intermediate level in the Department of English Language at King Khalid University, Saudi Arabia.
The purpose of the study is to explore why students’ grades in listening exams tend to be higher than in speaking exams. It specifically aims to identify the non-linguistic factors, such as anxiety and psychological fears, that contribute to this gap, especially in traditional face-to-face classroom settings following the COVID-19 pandemic. The study also seeks to offer solutions to help students improve their speaking skills and overcome the barriers posed by these non-linguistic factors.
Methodologically, the research involved a comparative analysis of students' grades in listening and speaking exams, utilizing statistical tools such as the SPSS and Pearson correlation coefficient to assess the relationship between these skills. Additionally, the students participated in a survey designed to gauge their experiences and anxiety related to speaking practice sessions and exams.
The key findings indicate that students consistently perform better in listening exams than in speaking exams. The results revealed that psychological barriers, including anxiety about speaking in front of the class and fear of making mistakes, significantly hinder students' speaking performance. The study also found a positive correlation between listening and speaking skills, although the improvement in speaking skills was not as pronounced as that in listening.
In conclusion, the study highlights the impact of non-linguistic factors on students’ speaking abilities and emphasizes the need for educators to implement strategies that reduce anxiety and build confidence in speaking practices. The researchers recommend more scaffolded speaking sessions, the use of active learning techniques, and providing opportunities for students to practice speaking in less stressful environments. These recommendations aim to bridge the gap between listening and speaking skills and enhance overall language proficiency in traditional EFL classrooms.