Psychological factors affecting the speaking performance of EFL Saudi students

Abstract

This research delves into the intricate web of psychological factors influencing Saudi female students' English as a Foreign Language (EFL) performance. Since this study is qualitative, direct observation was conducted to document every incident in the speaking class in its natural environment. The researcher also performs interviews to learn more about the psychological elements affecting students' oral class presentations. This research presents a concise overview of key psychological factors, their impact on speaking performance, and potential implications for language instruction. Also, it highlights the significance of self-esteem and self-efficacy in the EFL speaking context. It explores how students' perceptions of their abilities, confidence levels, and beliefs about language learning can either empower or impede their spoken language output. Furthermore, the role of anxiety and fear in EFL speaking is discussed, focusing on how these emotions can create a hostile environment for effective communication. It concludes by highlighting the intricate interplay of psychological factors that shape the speaking performance of EFL students. Finally, it underscores the need for further research to understand better and address the unique psychological challenges EFL learners face, ultimately enhancing their speaking proficiency and overall language acquisition experience.