Although the history of English teachings in the Kingdom of Saudi Arabia extends to nearly eighty years, where it was initially in 1348 - 1927, and it has gone through many developmental stages and key stations, spread of 1346 - 1944 to the present time. Saudi Arabia mobilized their abilities to support teaching English. Students from middle school to high school are exposed to the English language up to more than 800 teaching hours. In spite of all of that, the final outcome confirms that in the end of education year, the ability of the Saudi students in the English language is at its lowest levels; students are unable to make a brief conversation in English, and have no ability to understand the text of short reading or writ short article. According to some studies the average collection rate year for the middle school is (34.15%), and in the high schools is(31%).1 ( )
Faced with this unsatisfactory situation we find ourselves in need to answer two major questions: Where the fault lies? What led to that linguistic miserable situation? The answer for these questions, leads us to focus on the obstacles that Saudi students faced in learning English. There are many obstacles that have conducted to the creation of this educational linguistic problem. The reasons behind these obstacles can be divided into four major categories; Teacher, Students, Social reality, and the Context. In this short research I would like to have a short discussion of each category and the reasons behind it.
Students: teaching methods and learning materials are not adequate. A learner may also not know what they should study to learn English.
There are many reasons why Saudi English learners have such a difficult time learning the language. There may be external reasons why someone may not want to learn or enjoy learning the English language. A psychological preparedness plays a major role in the success/failure of the experience of learning English. Saudi student start his/her learning English with a prejudgment about how this mission is difficult and impossible. Some students get into English learning difficulty because they think learning English is not really very important to them. They may have heard about the necessity and the difficulty of English. They start their school with many failure examples around them. If the students do not really understand the importance of studying English and if they let other activities get in the way, chances are they will not do very well in learning English is increase day after day. As well, many learners have low self esteem. They develop such self defeating thoughts such as “I can't learn”, “I am stupid”, “I am wasting my time”, and “I can't do it”. One can encounter that failure at the first day of school. Since the beginning, they do not understand anything especially if the teacher does not give them the attentions they need. Learners may be unable to speak or understand the class materials. Thus, their...