Problems Face Fourth Class Secondary Students in Speaking English

Abstract

This study aims to investigate the challenges faced by EFL students in Tikrit city, Salahdin Governorate, Iraq, with a particular focus on speaking difficulties across linguistic elements such as pronunciation, grammar, vocabulary, and fluency. To achieve this, an interview instrument consisting of four targeted questions was developed and validated by experts in methodology and linguistics to ensure reliability. The data were analyzed using statistical tools including percentages, Pearson correlation coefficient, mean, and standard deviation, which provided a clear picture of the consistency of the interview questions and the distribution of student responses. Findings revealed that fourth-grade students struggle significantly with speaking English, with difficulties most pronounced in pronunciation (37.50%) and fluency (37.50%), followed by vocabulary (16.67%) and grammar (12.50%). These results highlight the multifaceted nature of speaking challenges, suggesting that phonological accuracy and speech flow are the most critical barriers to effective communication. Based on these insights, the study recommends that curriculum designers, educators, and EFL teachers place greater emphasis on oral practice, integrate pronunciation and fluency-focused activities, and adopt innovative teaching strategies to enhance communicative competence. Such measures are expected to improve the quality of English-language education and empower students to gain greater confidence and proficiency in spoken English.