Assessing Linguistic Barriers to English Speaking Skills in Research-Based Courses: A Study of University Students
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| Title: | Assessing Linguistic Barriers to English Speaking Skills in Research-Based Courses: A Study of University Students |
|---|---|
| Language: | English |
| Authors: | Gemechu Abera Gobena (ORCID |
| Source: | Anatolian Journal of Education. 2026 11(1):91-104. |
| Availability: | Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, Barriers, English (Second Language), Speech Skills, Gender Differences, Departments, Grade Point Average, Intellectual Disciplines, Language Proficiency |
| Geographic Terms: | Ethiopia |
| ISSN: | 2547-9652 |
| Abstract: | The study examined linguistic barriers hindering students' English-speaking skills in research courses at Haramaya University, Eastern Ethiopia, using a descriptive survey research design and stratified random sampling technique (N= 210). Data were collected through questionnaires administered to a representative group of students. Findings revealed that most participants recognized linguistic barriers as a major contributor to poor spoken English performance. While a significant number strongly affirmed this, others remained neutral. Notably, perceptions of these barriers varied significantly across academic departments and between genders, though academic performance showed no meaningful influence. The results underscore that poor listening comprehension, limited vocabulary, weak grammar skills, and difficulty constructing coherent sentences are the most critical linguistic challenges. These barriers severely limit students' ability to effectively express ideas and engage in academic discourse. In conclusion, linguistic barriers remain a substantial impediment to students' academic success and communicative competence. It is strongly recommended that targeted interventions be implemented, including intensive language support programs, curriculum integration of spoken English activities, and training for instructors on communicative language teaching methods. Institutional commitment to addressing these challenges is essential to fostering students' academic achievement and broader participation in scholarly communication. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504069 |
| Database: | ERIC |
| Abstract: | The study examined linguistic barriers hindering students' English-speaking skills in research courses at Haramaya University, Eastern Ethiopia, using a descriptive survey research design and stratified random sampling technique (N= 210). Data were collected through questionnaires administered to a representative group of students. Findings revealed that most participants recognized linguistic barriers as a major contributor to poor spoken English performance. While a significant number strongly affirmed this, others remained neutral. Notably, perceptions of these barriers varied significantly across academic departments and between genders, though academic performance showed no meaningful influence. The results underscore that poor listening comprehension, limited vocabulary, weak grammar skills, and difficulty constructing coherent sentences are the most critical linguistic challenges. These barriers severely limit students' ability to effectively express ideas and engage in academic discourse. In conclusion, linguistic barriers remain a substantial impediment to students' academic success and communicative competence. It is strongly recommended that targeted interventions be implemented, including intensive language support programs, curriculum integration of spoken English activities, and training for instructors on communicative language teaching methods. Institutional commitment to addressing these challenges is essential to fostering students' academic achievement and broader participation in scholarly communication. |
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| ISSN: | 2547-9652 |
