Major Problems in English among Arab university Students

Research Based

1. The First Conference on the Problems of Teaching English Language and Literature at Arab Universities 

     at University of Jordan/Amman 

2. Mukattash (1983) divides the problems that Arab learners of English face into 2 types:

       - First, university students continue to make some basic errors in pronunciation, spelling, morphology 

          and syntax

       - Second, they continue to be unable to express themselves "comfortably  and efficiently either when 

           dealing with 'academic topics' or 'common everyday topics

3. Mukattash argues that their major difficulty arises from the fact that they cannot use English correctly 

     and appropriately in and out of the classroom when required to do so.

4. This difficulty is related to the students’ deficiencies in communicative competence and self expression.

    The problem is the results of study plans (on the students) and methods of teaching

5. Most faculty members are not totally happy with the quality of English of the graduates.

6. Zughoul (1987) argues that the competency of English major is scanty (Yarmouk University, Jordan) 

    and concludes that they are “not proficient enough to take any academic work   

7. Rababah (2001) also supports the findings as the students scores on TOEFL indicates low proficiency   

    level of English majors     

  

Causes of Arab Learners’ Weaknesses

1. Weaknesses in English language attributed to various factors (Suleiman, 1983; Mukattash, 1983; Zughoul, 1983; Ibrahim, 1983)

       - Lack of pertinent information on the part of the school

       - School and English language curricula

       - Teaching methodology

       - Lack of the target language environment

       - Lack of learners’ motivation

2. Suleiman argues - lack of fundamental standards in curriculum design, testing and oral communication  

     skills, meager development of productive skills and inadequate teaching/learning strategies at 

      university level, etc  

3. Suleiman (1983:128) claims that school graduates lack the knowledge necessary for them to 

     communicate.  4. Students are not exposed to real-life situations. English is used only as an academic 

      subject.

Motivation

1. Motivation plays an important roles in improving communicative ability.

2. Arab students are instrumentally motivated to learn English and that they are well aware of the utility 

of knowing English (Zughol ).         

Journal published in 2004, Jordan University.