Speaking Fluency Difficulties Among EFL Students: A Quantitative Investigation

Abstract

Speaking fluency is a fundamental component of English language proficiency, yet many English as a Foreign Language (EFL) learners struggle to achieve it. In the Yemeni higher education context, limited research has systematically investigated the specific speaking difficulties encountered by university students, particularly at Dhale University. This study aims to: (1) identify the major speaking fluency difficulties faced by EFL students at Dhale University, (2) examine the underlying causes of these difficulties, (3) propose appropriate solutions, and (4) explore modern techniques for improving speaking fluency skills. A descriptive quantitative research design was employed. A validated questionnaire was administered to 42 undergraduate students (4 males, 38 females) from all academic levels at the Department of English, Dhale University. The instrument demonstrated good reliability (Cronbach's α = 0.70–0.73). Data were analyzed using descriptive statistics (means, standard deviations, percentages) and inferential statistics (chi-square test). Findings revealed that speaking fluency difficulties were highly prevalent (overall mean = 3.73/5.00). The most significant challenges were lack of regular speaking practice in the classroom (M = 4.19), difficulty retrieving suitable vocabulary during spontaneous speech (M = 4.14), and fear of making mistakes (M = 4.10). Pronunciation difficulties, shyness, and limited collocational knowledge also emerged as major barriers. Analysis of causes identified lack of practice (M = 4.33) and poor pronunciation skills (M = 4.24) as the primary contributing factors. No statistically significant differences were found across academic levels (χ² = 2.561, p > 0.05), indicating that fluency difficulties persist throughout students' university years. The study concludes that addressing speaking fluency difficulties requires a multifaceted approach combining systematic classroom instruction (pronunciation training, vocabulary enrichment) with autonomous learning strategies (peer practice, authentic media exposure). These findings provide an evidence-based foundation for curriculum development and instructional design in similar EFL contexts, and they are discussed in light of Nation's fluency-oriented instruction framework.