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Abstract

This study examined the speaking difficulties faced by English major students at Kabul University, focusing on challenges that hinder their ability to communicate effectively in English. A quantitative research design was employed, with data collected from 110 undergraduate students using a structured questionnaire. The findings revealed several key issues, including pronunciation errors, lack of fluency, and limited exposure to authentic English environments. Instructional barriers, such as overemphasizing grammar and insufficient communicative teaching methods, were significant obstacles. Institutional factors like overcrowded classrooms and inadequate feedback also hindered students' progress. Psychological factors, such as fear of negative evaluation, reduced students’ participation in speaking activities. Many students expressed dissatisfaction with the effectiveness of English proficiency courses, noting an excessive focus on grammar and writing at the expense of speaking skills. Statistical analysis revealed significant variations in speaking difficulties across academic years and highlighted the influence of demographic factors like employment status. The study concludes with recommendations to enhance students’ speaking skills for real-world communication.

Keywords

Communicative approach English proficiency Kabul University Language Anxiety Language learning Speaking difficulties

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Copyright (c) 2024 Journal of Social Sciences - Kabul University

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Noori, A., & Asir, M. H. (2024). Exploring Speaking Difficulties Among English Major Students at Kabul University. Journal of Social Sciences - Kabul University, 7(3), 227–245. https://doi.org/10.62810/jss.v7i3.66
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