INVESTIGATING PRACTICES AND CHALLENGES OF ENGLISH LANGUAGE LEARNERS IN SPEAKING CLASSROOM: THE CASE OF BACHELOR OF ARTS IN ENGLISH LANGUAGE AT THE UNIVERSITY OF DJIBOUTI

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.