Abstract:
This study aimed to investigate the practices and challenges of English language learners
in speaking classroom in the case of Bachelor of Arts in English language at the University
of Djibouti; in other words, one of the specific objectives of this research was to explore
challenges related to EL learners speaking in the classroom and was selected to ensure the
reliability of the data obtained from the University of Djibouti. In this research paper, a
sequential exploratory mixed methods design was used to obtain, analyze, and interpret
both qualitative and quantitative data from the target participants. This study's sample size
was 159 English language learners in the 2023-2024 academic year. Data required for this
study was gathered through open-ended and closed-ended questionnaires, classroom
observations, and interviews. The researcher observed, interviewed, and questioned
learners at the University of Djibouti and analyzed and interpreted both qualitatively and
quantitatively. However, the study revealed that EL learners at the University of Djibouti
lacked self-confidence, committed mistakes, rarely practiced speaking, and a lack of an
encouraging atmosphere, discouragement from genuinely studying the English language,
and often using their mother tongue (Somalia, Afar, and Arabic), which were key challenges
that they faced in developing their speaking in the classroom. Learners' shyness and
nervousness significantly hinder their speaking skills, and influenced their classroom
participation and academic success; therefore, many learners were not inspired to study
English, particularly speaking skills. In spite of this, suitable recommendations were made
based on the major findings. Initially, learners should be aware of, pay attention to, and
practice speaking English either in or out of the classroom. They should not pay
considerable attention to speaking mistakes but should emphasize developing their speaking
at a good level.
