Exploring Factors Influencing English-Speaking Skills among Saudi EFL Security Guards in Healthcare Institutions

Abstract

The aim of this study was to investigate the perceived factors contributing to the English-speaking challenges facing Saudi EFL security guards in health institutions. The data were gathered via questionnaires completed by 258 security guard students (132 males and 126 females) and interviews with 6 English teachers (3 males and 3 females). The findings indicated that course content and materials, as well as teaching methods, contribute to the speaking problems encountered by Saudi EFL security guards in health institutions. Concerns with course content and resources include insufficient content time, inadequate tasks for English language practice, and a lack of relevance to students' language learning needs. Regarding teaching methods, the study demonstrates the influence of institutional power, time constraints, and content-heavy programs that involve teaching methods, such as the Grammar Translation Method (GTM). This method, which prioritizes memorizing isolated vocabulary rather than fostering communicative language skills in many relevant settings, has contributed to the students’ speaking challenges. The study's implications and limitations were discussed.