Understanding the Attitudes, Challenges, and Support Needs of Saudi EFL Learners in Enhancing Their English-Speaking Skills

This qualitative study explores the attitudes, challenges, and support needs of female Saudi EFL university students aimed at enhancing their English-speaking skills through semi-structured interviews. Guided by the framework of Sociocultural Theory, findings revealed students’ strong motivation towards improving verbal competence, yet lingering anxiety and vocabulary limitations frequently still inhibit their confidence and abilities for spontaneous discourse. However, opportunities remain through integrating multimedia tools, amplifying interactive peer collaboration, and instructor feedback to foster more conducive communicative environments catered to Saudi contextual needs. Although small-scale and confined to one setting, discoveries validating learner perspectives provide initial launch points to inform effective, tailored educational innovations targeting the pervasive struggles hindering a generation of ambitious Saudis from attaining coveted fluency within globally interconnected digital economies where English mastery promises immense academic and professional prospects. This pioneering research forms vital foundations for further expanded explorations on facilitating needed evidence-based speaking skills enhancements customized to overcome longstanding EFL barriers locally while connecting outward.