Determinants impacting English language speaking skills Among University students in Somalia. ( Case Study Mogadishu University institute of languages)

Abstract

This research examines the challenges faced by Somali university students in learning and speaking in English as a foreign language, with a particular focus on learners at the Mogadishu University Institute of Languages. Effective English language instruction for non-native speakers necessitates the use of appropriate pedagogical strategies and methods. The study investigates Somali speakers’ perceptions and the specific challenges they face when studying English as a second language (ESL), with a focus on major obstacles and areas of weakness in both speaking and studying English.The study also identifies a cyclical relationship between anxiety and performance, where fear of errors reduces participation, which in turn limits language development. A qualitative research design was employed, using semi-structured interviews and classroom observations to collect data from a purposive sample of undergraduate students with low speaking performance. The findings indicate that Somali speakers encounter significant linguistic challenges in learning and speaking English, and the study explores the relationship between Somali-English speakers and their levels of English competency and proficiency. The most prevalent issues include limited vocabulary, speaking barriers, poor grammar, retained but contextualized, and .low speaking performance. These factors hinder their ability to speak English fluently and are exacerbated by restricted access to English-speaking environments. This research specifically explores the difficulties faced by undergraduate students and the potential causes of their challenges in developing speaking skills.The study offers practical recommendations for educators and highlights the need for further research with broader samples and more robust methodological frameworks.