مجلة جامعة بخت الرضا العلمیة العدد التاسع دیسمبر ٢٠١٣ م [ [ISSN University of Bakht Alruda Scientific Journal Issue No.

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1 Sudanese Basic School Students Difficulties in learning English as a Foreign Language a Case Study of Duwaim Locality Dr.Ahmed Mahil Hassab Elrasool Assistant Professor of English المستخلص تھدف ھذه الدراسة إلي التعرف علي الصعوبات في تعلم اللغة الانجلیزیة في مدارس التعلیم الا ساسي السودانیة من وجھة نظر معلمي اللغة الانجلیزیة وفقا لمتغیرات الدراسة ) الجنس- الدرجة التعلیمیة أو الشھادة وسنوات الخبرة والعمر والدخل السنوي). لتحقیق أھداف الدراسة استخدم الباحث المنھج الوصفي التحلیلي حیث تضمن مجتمع الدراسة جمیع معلمي اللغة الانجلیزیة في مدارس التعلیم الا ساسي بمحلیة الدویم. تظھر نتاي ج الدراسة البنود التي تقیس الصعوبات في تعلیم اللغة الانجلیزیة في مدارس التعلیم الا ساسي السودانیة من وجھة نظر معلمي اللغة الانجلیزیة و التقدیرات التي تتراوح بین العالیة جدا و المنخفضة جدا. في ضوء نتاي ج الدراسة یوصي الباحث بما یلي: إنشاء نظام الحوافز للمعلمین و ذلك لتشجیعھم علي بذل قصارى جھدھم..تزوید المدارس بالمعدات التعلیمیة والا دوات لتحسین التعلیم و زیادة أداء الطلاب. تطویر برامج لا عداد معلمي اللغة الانجلیزیة وتزویدھم بالدورات التدریبیة الا ساسیة التي تعزز المستوي المھني و التعلیمي. إنشاء برامج فعالة للا نشطة التعلیمیة لتدریس اللغة الانجلیزیة مع الا خذ بعین الاعتبار نتاي ج تدریس ھذه اللغة. Abstract This study aimed to identify the difficulties of learning English language in the Sudanese basic schools from the point of view of teachers of English according to the study variables (gender, school, scientific degree or certificate, years of experience, age, monthly income). To fulfill the study goals, the researcher used the analytical-descriptive method. The study community included all teachers of English at basic schools whose native language is Arabic in Duwaim Locality. The researcher used SPSS program (Statistical Packages for Social Sciences) to examine the study hypotheses. The study results clearly show the items that measure the difficulties of learning English in the Sudanese basic schools from the point of view of the teachers of English and their estimations range from very high to very low. In light of the study results, the researcher recommends the following: Establishing an incentive system for teachers so as to encourage them to do their best in instructing; Supplying schools with educational equipments and instructional tools to improve teaching and to increase students performance; Developing programs for preparing teachers of English and providing them with essential training courses that enhance professional and educational level; Creating a program for effective educational activities for teaching English language taking into account the outcomes of teaching this language. ١٦٥

2 1.Introduction Language plays a significant role in our lives. It has been a thinking tool as well as being a tool for expressing needs, emotions, and feelings for a long time. Thinking can't take place without language. Language is also a communicating tool among people, in that they can express their ideas, opinions, emotions or perceptions through speaking and listening. Also, reading and writing enable people to go beyond limits and contact the larger community to fulfill their demands. Teaching English language has become a necessity for the great importance it has in daily life, and for the identification of social status, particularly during the 3 rd millennium that witnesses rapid technological and scientific development. Before years, Ministry of Education in Sudan has started teaching English as a foreign language in the Sudanese basic schools. Through the direct and indirect contact with the educational filed and its workers, the researcher noticed the existence of some difficulties that face students while learning English. More specifically, the problem of this study resides in answering the following questions: 1- What is the level of English language learning among students in Duwaim Locality from its teachers' point of view? 2- Are there differences of statistical significance in the mean level of English language learning difficulties in Duwaim Locality from its teachers' point of view ascribed to the gender variable (males, females)? 3- Are there differences of statistical significance in the mean level of English language learning difficulties in the schools of Duwaim Locality from its teachers' point of view ascribed to the degree variable (Diploma, BA. Higher Education)? 4- Are there differences of statistical significance in the mean level of English language learning difficulties in the schools of Duwaim Locality from its teachers' point of view ascribed to the years of experience variable (less than 10 yrs, yrs, 21 yrs and more)? 5- Are there differences of statistical significance in the mean level of English language learning difficulties in the schools of Duwaim Locality from its teachers' point of view ascribed to the age variable (22-30, 31-40, more than 41)? 6- Are there differences of statistical significance in the mean level of English language learning difficulties in the schools of Duwaim ١٦٦

3 Locality from its teachers' point of view ascribed to the monthly income variable (less than500 pounds per month or more than that.)? This study tries to investigate the following hypotheses: 1. Sudanese basic school students face problems in learning English as a foreign language. 2. These problems happen due to teachers, students themselves or due to the curriculum. This study aims to identify the difficulties of learning English language from the point of view of English language teachers. Identifying the level of these difficulties among basic school students This study is important because it is one of the first studies that address the topic of English language learning difficulties (teachers' point of view). English language teachers can benefit from this study results to understand and reduce the difficulties that face students in learning English language. he decision makers and workers at the Ministry of Education can identify and deal with the most important difficulties that face students while learning English language. It is expected that syllabus designers may benefit from this study in future that is in assessing points of strengths and weaknesses in the curriculum content. Besides, this study is essential in training teachers and familiarizing them with the problems that the students face while learning English language. Researchers and scholars can make use of this study tools in other similar studies. The limits of this study are: - Identifying English language learning difficulties among students in the Sudanese basic schools. - This study is restricted to the basic school students in Al- Duiem Locality in White Nile State. - This study is restricted to the academic year 2013/ The findings of this study are identified through the tool implemented. 2. Conceptual Framework Teaching languages has obtained a great amount of care and concern recently since it is the first way to acquire knowledge, build and improve experience. Also, it is considered as a tool for communicating and transferring ideas, as well as protecting the human heritage to be transferred from one generation to the other. The need to learn another language is evident in that the nation whose citizens speak more than one language has more capacity and ability to contact other nations, interact with them, exchange economics, and increase its status, especially that foreign languages help in spreading technological ١٦٧

4 and scientific inventions, and compete effectively in economic and cultural progress (Alnjawi, 2001,pp 4-42). English language has become the internet language since it is used via that net more than five double times of any other language. The internet is considered as an immediate global interactive tool, whose users are increasing continuously. Also, computer programs and systems are written in English. The elementary stage is considered the fundamental educational base in any community since it is the first starting point in the progress and construction, community development, and future members building. Developed countries took care of this stage and supported it with different tools and facilities to enable it practice its role effectively. 2.1 The basic school student in the Sudan in his/her last years is characterized by the following features: 1. He/her can identify the entire concepts that are because he acquires a lot from school, so his realization of these concepts becomes possible. 2. Increase in dynamic growth, so he/her can hold things tightly and strongly. Also, his/her ability to move becomes stronger. 3. Ability to understand place and time relations, similarity and contrast, and this ability progresses through school stages. 4. Ability to think more clearly, but at the start of the stage, his/her concentration and attention is limited. 5. The memory is growing continuously, as well as the ability to comprehend, understand, and solve problems. He starts realizing some of the relations among things. 2.2 The Activities that Help Kids Achieving these Features: 1. building attitudes and healthy habits towards mental and body health so as to create a perfect human who can grow physically, mentally and emotionally in a proper way. 2. Forming the right concepts among students about community and family, duty and truth, responsibility, equality and discipline, and other social values he needs to direct his behavior towards successful social interaction and consistency. 3. Enabling student s direct communication with the outside world so as to choose what he likes and what interests him. 4. Building positive attitudes towards group, and work, and understanding their functional role in community, as well as supporting the idea of cooperation and its positive fruitful practice. ١٦٨

5 Also, improving and appreciating team spirit, respecting work and its social role in community. 5. Developing the student's personality towards balance and integration so as to be a social character which has an effective impact upon society. 6. Raising the student's motives and incentives with some sort of control so as to create what is called "moral or ethical conscience". 7. Guiding and improving the student's interests and preferences so as to be more suitable for the society he/she belongs to (Sabhi & Banjar, 1417h, pp ). 2.3 The Role of the school Curriculum in achieving the demands of basic stage students: The role of curriculum in meeting these demands and features requires that the designers should convert these features and demands into behavioral skills to be acquired by students that are because the student's thinking ability, as well as his / her ability to realize place and time relations must be transferred into behavior or behavioral practices acted by the student. The curriculum should also provide teachers with various choices of activities that help students acquire behavioral patterns of habits, ideas and values which in turn enhance his ability of thinking and understanding relations. The curriculum should be based on some of the following s or activities: 1- Games that provide students with an opportunity to practice mental and motor activeness, acting domain in which students express themselves, fulfill their needs and acquire different attitudes. 2- Translating knowledge and activities into behavioral skills, and students' acquisition of these skills should be one of the curriculum goals. 3- Learning through observation and practice, focusing on what students feel within the limits of their interests and capabilities. Also, learning by doing should be included. 4- Providing students with knowledge and activities gradually to suit his abilities and aptitudes, so that the performance would be the output of what has been learnt, and the reactions would be more affective. 5- Frequency in teaching students, because it is one of the factors that help acquiring skills, particularly the acquisition of basic reading, writing and math skills. ١٦٩

6 6- The importance of creating students self motive so as to learn what has been taught. 7- Varying activities to facilitate skill acquisition, because one activity can't be enough for students to acquire the targeted skill or attitude. 8- Taking into consideration individual differences among students, in that the curriculum should include patterns of activities that suit students' different intelligences (Mar'ee & Heeleh, 1423h, p 43). Because of globalization, learning English as a foreign language is needed. It facilitates understanding for individuals and community, and helps in integrating in the world to make use of its achievements and contribute to its inventions. Those who support the idea of teaching a foreign language at an early age see the benefits of this idea as increasing students' linguistic output as well as obtaining better educational and job opportunities. Moreover, they become more open-minded and more flexible in dealing with others (Hazimi, 1426h, pp ). Thus, modern technology could be utilized like the computer and the internet which facilitates positive interaction with other people and other cultures, as well as being aware of recent ideas and concepts in many s within the limits of our Islamic values and principles. Also, teaching foreign languages at an early age will provide longer time for learning while preparing students for the coming stages (middle and secondary). It will also save time, effort, and money, as well as removing fear towards this language. As a result, students will become more confident, and the language becomes more familiar to them (Richards, 1990, p 43-49). Kids who learn English language before adulthood gain mastery like native speakers. Unlike kids who didn't learn a foreign language at the basic stage, the kids who did become more competent and gain the best results in exams that measure performance level in both reading and language arts. Achieving mastery in foreign languages comes as a result of longer periods of studying it, and that is through starting teaching it earlier in the basic stage (the local American Educational committee report, 1983, pp 36-37). Students who study the second or foreign language at an early age in the basic stage, and who continue studying and practicing it both inside and outside the school get better chances to be more proficient and skillful than those who don't (Marcos, 2011, p 138). Those who oppose the idea of teaching a foreign language at an early age depend on the following reasons: 1. interference of major courses and the possible negative impact on it like the Arabic language and Islamic religion. ١٧٠

7 2. learning a foreign language at an early age directs the student's ideas towards western cultures and habits. 3. lack of competent teachers in the academic and educational side. 4. intervention of learner's linguistic systems: from English into Arabic and vice versa in all linguistic levels (sound intervention like pronouncing K, or spelling mistakes). Many studies recommended teaching foreign languages at an early age, and these studies proved that teaching a foreign language at the basic stage doesn t affect the mother language or learning it. Jakobovits (1967,p 129), a professor of language and psychology in an American university, sees that learning a language at an early age or during the elementary stage helps in mastering it, just like mastering the mother language. Educational seminars and conferences in this recommended the necessity to start teaching foreign languages in an elementary stage without affecting the mother language, thus the international Arab conference for general knowledge held by UNESCO in Geneva in 1965 asserted that, issuing a decision of teaching the foreign languages so that global understanding and agreement could be improved. The researcher sees that teaching English language should be in upper classes of the elementary stage after being able to master the mother language, since students of lower classes of the elementary stage don't realize the difference between their original language and the foreign one. It has been proved that English language is important, and its learning becomes more essential especially during the globalization era, since the world has become one village. Also, English language is considered as a tool for communication in the world, so it is the formal language in the UN and in other global organizations. The number of speakers of English has increased in all parts of the world, and English becomes a tool for teaching and conducting scientific research in all s; scientific, practical, technical and industrial. Alexander (1971:139). Moreover, English language has become important for all Muslims because it contributes to their religion. Makki (1401h, pp 14-15) explains that English language is important to Muslims. It is an effective tool for spreading Islam all over the world. The government of the Sudan took care of teaching English, and decided teaching it for the basic stage as an evidence of its great interest. ١٧١

8 3. Methodology The methodology of this study includes the community, the sample, description of the tools and procedures by which the study was conducted, as well as the statistical processing needed for analyzing data to attain results and conclusions. 3.1 The Methodology of the Study: The researcher used the analytic-descriptive methodology which is based on a group of researching procedures that rely on collecting facts and data, categorizing and analyzing them adequately and accurately to figure out their significance, and deriving conclusions and generalizations about the targeted phenomenon. That methodology was the most proper one for conducting this study. 3.2 The Community of the Study: It contains all the male and female teachers of English language in the private and public schools of Al-Duiem Locality. According to the Ministry of Education records of , the number of public schools that teach English language in Al-Duiem Locality is (150) basic schools, and the number of teachers are (210) male and female teachers. 3.3 The Sample of the Study: It contains (120) male and female teachers who were randomly selected, then 25 were excluded because they didn't complete answering the items in the tool. So, the sample became (95) teachers of English at basic schools in Duwaim Locality in White Nile State. Table (2) shows the sample features according to the variables of gender and school: Table (2) distribution of study sample according to gender & school Variables Gender Total School male Female Private Public Total The Tool of the Study: The researcher created the tool after reviewing the educational literature related to the topic of foreign language learning difficulties, especially English language. The tool initially included (41) items (see index no. 1) with a positive formula. These items were divided into 3 domains: one related to the teacher with a total of (14) items, the other related to the ١٧٢

9 student with a total of (16) items, and the last domain was related to the curriculum having (11) items. Each item tries to identify the nature of students' English language learning difficulties from the teachers' point of view. 3.5 Modification of the Study Tool: The tool was modified according to five levels of answers, as shown in the following table: Table (3) key to items modification: Response level Very great Great Medium low Very low Validity of the study tool: To ensure its appropriateness, the researcher depended upon 3 types of validity: Arbitrators validity: The researcher used this type, which is called logical validity, by consulting 16 specialized arbitrators in the Sudanese universities and secondary schools supervision with the purpose of ensuring its appropriateness to achieve goals and its proper items. The initial image of the tool included (42) items, and the degree of agreement between arbitrators on its items was 92%. As a result, 4 items were deleted for not being proper according to arbitrators. Then, (41) items remained (see index 3), and that indicates the sound validity of the tool. Creating validity: It implies that each item in the tool can contribute to the total degree on one hand, and that each item could contribute to the sub degree from the other. Also, it implies the contribution of all domains in the entire degree of the tool. Statistically, that can be articulated in the item coefficient correlation with the total degree from one side, and the item coefficient correlation with the sub degree for the domain it belongs to from the other side, as well as the domain coefficient correlation with the total degree (Al-Sayyed, 1986). After all, the tool became (37) items, after excluding 4 items (10,12,34,36) see index 4, and only items that have high creating validity remained. Finally, 12 items remained in the first, no items were deleted in the second, and 9 items remained in the third one. 3.7 Stability of the Tool: The researcher intentionally computed stability using (Cronbach's Alpha) method, and the coefficient was (0.92) as a whole. It was a very high stability coefficient. Whereas Cronbach's Alpha coefficient for the first ١٧٣

10 that is related to difficulties of teachers was (0.77), and for the second that is related to difficulties of students was (0.89). As for the third that is related to difficulties related to curriculum, the Cronbach's Alpha coefficient was (0.84), and these were acceptable and suitable stability coefficients. The following table shows these values for the whole tool and for its s using the formula of Cronbach's Alpha. Table (4) stability coefficients for the study toll as a whole and for its domains using the formula of Cronbach's Alpha Fields Stability coefficients Difficulties related to teachers 0.77 Difficulties related to students 0.89 Difficulties related to curriculum 0.84 The tool as a whole Statistical Processing: To answer the study questions and to examine its hypotheses, the researcher used (SPSS), Statistical Packages for Social Sciences program, using the following statistical processing: Frequencies and percentages, means and standard deviations. Test validity using Spearman Correlation Coefficients. Test stability using the formula of Cronbach's Alpha. Independent samples t-test. One-way ANOVA. 3.9 The Variables of the Study: Independent variables: Gender with 2 levels (male, female). School with 2 levels (private, public). Degree of qualification with 3 levels (Diploma, B.A, Higher education) Years of experience having 3 levels (less than 10 yrs, yrs, more than 21 yrs) Age having 3 levels (22-30, 31-40, more than 40) Monthly income with 3 levels (less than 750 pounds, 750 and more than 750 Sudanese pounds). Dependent variables: They represent the ultimate degree of sample members responses and their levels in each of the tool. 4. Analysis and Discussion 4.1 Introduction: ١٧٤

11 This study aimed to identify the difficulties of learning English as a foreign language in the Sudanese basic schools from the point of view of its teachers, according to the study variables (gender, school, scientific degree or certificate, years of experience, age, monthly income To fulfill the study goals, the researcher used the analytical-descriptive method, in that she created the study tool (questionnaire) after reviewing the educational literature related to foreign language learning difficulties, especially the English language. The study community included all the teachers of English language whose native language is Arabic in the schools of Duwaim Locality in both public and private schools, with a total of 210 male and female teachers. The study sample included (95) male and female teachers, and the researcher used SPSS program (Statistical Packages for Social Sciences) to answer the study questions and to examine its hypotheses. 4.2 The Findings of the Study: This chapter includes a presentation of the results that this study came up with, and they are presented according to the questions' sequence: 4.3 Results related to the first question: What is the level of English language learning among students in Duwaim Locality from teachers' point of view? To answer this question, means and standard deviations were computed as well as the percentages for the tool s and the ultimate degree. To identify the length of Likert Scale cells (lower and upper points) used in the study dimensions, a range of (5-1=4) was calculated, then it was divided among the scale to get the right group length which is (0.80=514). After that, this value was added to the least value in the scale (or the start of the scale which is 1) to identify the upper limit for this group. Finally, the length of became as follows (Likert, 1932; Coklar & Gunduz, 2011): From 1 to 1.80 has a very low estimation. From 1.81 to 2.60 has a low estimation. From 2.61 to 3.40 has an intermediate estimation. From 3.41 to 4.20 has a high estimation. From 4.21 to 5.00 has a very high estimation. Table (5) means, standard deviations, percentages and estimations for the tool domains and the entire degree: Domains Mean Standard Percentage Estimation deviation First: difficulties Intermediate belong to teachers ١٧٥

12 Second: difficulties High belong to students Third: difficulties Intermediate belong to curriculum The overall degree Intermediate The table results clearly show that the estimation of English language learning difficulties' level in the schools of Al-Duiem Locality from teachers' point of view was intermediate. The entire or overall degree mean was (3.17), with a percentage of (63.4%). The estimation of the tool s was ordered in a descending manner, where the second domain of measuring difficulties related to students came first with a high level of estimation, and its mean was (3.54) with a percentage of (70.8%). Then came the third domain that is related to difficulties of curriculum, with a mean of (2.97) and a percentage of (59.4), and its estimation was intermediate. Finally, the first domain occupied the least level with a mean of (2.82), and a percentage of (56.4%), having an intermediate estimation level. Through calculating means, standard deviations and percentages for the tool domains that measure the level of English language learning difficulties in the schools of Al-Duiem Locality from teachers' point of view, results of table (10) clearly show the items that measure these difficulties which have estimations that range from intermediate to high, so the entire degree was intermediate with a mean of (3.17) and a percentage of (63.4%). The order of the tool s was descending as follows: the second domain that is related to measuring difficulties of students came first with a mean of (3.54), percentage of (70.8%) and a high estimation level. Secondly came the third domain, the of difficulties of the curriculum, with a mean of (2.97), percentage of (59.4%) and an intermediate estimation. Lastly came the first domain, the one related to difficulties of teachers, with a mean of (2.82), percentage of (56.4%), and an intermediate level as well. Through his experience in this, the researcher ascribed these results of estimation that reveal a high level for the difficulties that refer to students to the difficulties male and female teachers face while teaching the English language. It is noticed that these difficulties specifically refer to the student him/her self because of his/her lack of interest in that language and his/her feeling that it is not important for the he/she wants to specialize in the future. That leads to lack in motivation to studying the language. The researcher thinks that the difficulty of learning English language does not only result from students' weak level, but also from the inadequate linguistic ١٧٦

13 storage students own. Students' performance is poor which in turn affects their linguistic level. Thus, they are unable to understand, comprehend, analyze or synthesize texts, or realize their significances using their mother language, Arabic. 4.3 Results related to the second question: Are there differences of statistical significance in the mean level of English language learning difficulties in the basic schools of Al-Duiem Locality from teachers' point of view ascribed to the gender variable (males, females)? To answer this question, the researcher used independent samples t-test for the tool s and for the entire degree, and the following table clarifies that: Table (6) independent samples t-test results for the tool domains and the entire degree according to gender: Fields Males Females T value Significance Mean SD Mean SD First Second Third Overall It is clear from table (6) that the differences between means for the 3 domains and the overall degree according to gender were not statistically significant at the significance level of (a=0.05), which means that teachers agreed on the estimation level of English language learning difficulties. The researcher ascribes this result to the fact that schools have both male and female teachers; i.e, schools of females have both male and female teachers. Thus, these teachers go through the same training, so no significant differences exist in the teachers' conclusions about this topic. 4.4 Results related to the third question: Are there differences of statistical significance in the mean level of English language learning difficulties in the basic schools of Duwaim Locality from teachers' point of view ascribed to the school variable (private, public)? To answer this question, the researcher used independent samples t-test for the tool s and for the entire degree, and the following table clarifies that: Table (7) independents samples t-test results for the tool domains and the entire degree according to school type: Fields Males Females T value Significance ١٧٧

14 Mean SD Mean SD First Second Third Overall Table (7) clearly shows that the differences at the three domains and the entire degree regarding the school type variable were not statistically significant at the significance level of (a=0.05), which means that teachers of both public and private schools agreed on the estimation level. Through the researcher's experience in this, the authority which is responsible for English language instruction is the Ministry of Education. Regarding training, the responsible authority is the educational institutes. 4.5 Results related to the fourth question: Are there differences of statistical significance in the mean level of English language learning difficulties in the basic schools of Al-Duiem Locality from teachers' point of view ascribed to the degree qualification variable (Diploma, B.A, Higher education)? To answer this question, One-way ANOVA was utilized, and the results are clarified by the following table: Table (8) results of one-way ANOVA for the tool domains and the entire degree according to degree qualification Fields First Second Third Source of Variance Total of Sums Freedom degrees Mean of Sums F value Between Inside Total Between Inside Total Between Inside Level of Significance ١٧٨

15 Entire Total Between Inside Total It is clear from table ( 8 ) that the differences between means for the 3 domains and the entire degree according to the degree qualification were not statistically significant at the significance level of (a=0.05) which means that the teachers agreed on the estimations of the difficulties related to students and curriculum regardless of their certificates. So, teachers of different degrees are equal in estimating the level of English language learning. The result that teachers agree on the estimation of difficulties that belong to curriculum and students was ascribed by the researcher to the fact that those teachers had taken the same curriculum training that all teachers usually take regardless of their qualification degrees. 4.6 Results related to the fifth question: Are there differences of statistical significance in the mean level of English language learning difficulties in the basic schools of Al-Duiem Locality from teachers' point of view ascribed to the years of experience variable (less than 10 yrs, 11-20, more than 21)? To answer this question, one-way ANOVA was used for the tool domains and the entire degree, illustrated in the following table: Table (9) results of one-way ANOVA for the tool domains and the entire degree according to experience years: Fields First Second Source of Variance Total of Sums Freedom degrees ١٧٩ Mean of Sums F value Level of Significance Between Inside Total Between Inside

16 Third Entire Total Between Inside Total Between Inside Total Table (9) clearly shows that the differences at the three domains and the entire degree regarding the years of experience variable were not statistically significant at the significance level of (a=0.05), which means that teachers agreed on the estimation level of English language teaching difficulties regardless of their experiences. The researcher ascribes this to the reason that most teachers underwent the same training, as mentioned above and do not have a system of rewards and punishments. Thus, there should be a system of encouragement (abstract and concrete rewards) for distinguished teachers in order to enable them convey the message clearly and easily. Equally, other teachers who lack capability should be exposed to that system in order to encourage them improve themselves and their instruction style. 4.7 Results related to the sixth question: Are there differences of statistical significance in the mean level of English language learning difficulties in the basic schools of Al-Duiem Locality from teachers' point of view ascribed to the age variable (22-30, 31-40, more than 41)? To answer this question, one-way ANOVA test was used for the tool domains and the entire degree, illustrated in the following table: Table (9) results of one-way ANOVA for the tool domains and the entire degree according to age: Fields Source of Variance Total of Sums Freedom degrees Mean of F value Level of Significance First Between Sums ١٨٠

17 Second Third Entire Inside Total Between Inside Total Between Inside Total Between Inside Total Table (9) clearly shows that the differences at the three domains and the entire degree regarding the age variable were not statistically significant at the significance level of (a=0.05), which means that teachers agreed on the estimation level of English language teaching difficulties regardless of their ages. The researcher ascribes this result to the fact that male and female teachers regardless of their ages are all agreeing on the degree of English language learning difficulties for students. 1.8 Results related to the seventh question: Are there differences of statistical significance in the mean level of English language learning difficulties in the basic schools of Al-Duiem Locality from teachers' point of view ascribed to the monthly income variable (less than 500 pounds, 500 or more than 500 pounds )? To answer this question, one-way ANOVA test was used for the tool domains and the entire degree, illustrated in the following table: Table (10) results of one-way ANOVA for the tool domains and the entire degree according to monthly income: Fields Source of Variance Total of Sums Freedom degrees Mean of F value Level of Significance ١٨١

18 First Second Third Entire Sums Between Inside Total Between Inside Total Between Inside Total Between Inside Total Table (10) clearly shows that the differences at the three domains and the entire degree regarding the age variable were not statistically significant at the significance level of (a=0.05), which means that teachers agreed on the estimation level of English language teaching difficulties regardless of their monthly incomes. The researcher ascribes this result to the reason that there isn't a system of rewards and punishments, which means that there should be a system of encouraging rewards (abstract and concrete) for distinguished teachers in order to improve their performance. 5-1 Summary: This study aimed to identify the difficulties of learning English as a foreign language in the basic schools of Duwaim locality from the point of view of its teachers, according to the study variables (gender, school, scientific degree or certificate, years of experience, age, monthly income), and through identifying the difficulties of learning English language from the point of view of teachers of the this language. ١٨٢

19 To fulfill the study goals, the researcher used the analytical-descriptive method, in that she created the study tool (questionnaire) after reviewing the educational literature related to foreign language learning difficulties, especially English language. The study community included all the teachers of the English language whose native language is Arabic in the basic schools of Duwaim Locality both public and private, with total of (210) male and female teachers. The study sample included (95) male and female teachers, and the researcher used SPSS program (Statistical Packages for Social Sciences) to answer the study questions and to examine its hypotheses. 5-2 Research Findings: The study results clearly show the items that measure the difficulties of learning English language in basic schools in Duwaim Locality from the point of view of its teachers, and their estimations range from very high to very low. As a result, the estimation of the entire level was moderate. On the other hand, the study domains were ordered in a descending way as follows: the second that is related to measuring the students' difficulties came in the first place of difficulty level estimation and its level was high. Field three which is related to curriculum difficulties came in the second place with a low estimation. Lastly came one that is related to teacher difficulties with a low estimation level as well. In light of the study aims and findings, the researcher recommends the following: 1. establishing a system of rewards and punishments for teachers to encourage them do their best in teaching. 2. supplying schools with educational equipments and instructional aids to improve learning and enhance students' achievement. 3. developing programs for English language teachers' preparation, and providing them with the needed training courses that suit instruction to improve their scientific and professional level. 4. creating programs of effective educational activities that assist English language classes, taking into consideration the formal outcomes for English language learning Bibliography Al-Khattaby, Abd Alhameed Oweid, & Hassan Ahmad Ayel, & Muhammad Taha Al-Uqily (1424H): Education Methods in meeting Current Challenges, Jeddah: Saleh company for printing and publishing. Al-Sabhi, Abd alhay Ahmad & Fawzi Saleh Banjar (1417H): Basics of Recent Curricula, Jeddah: Dar Jeddah Library. ١٨٣

20 AL-Subahi, A. (1991) Teaching English In The Gulf. First Edition. Jeddah: Dar AL-Funon. Alexander, B. Lips with Two Languages Cambridge. Ma Founder Press AL-Khuli, M.A. (1976). Teaching English As Aforeign Languge. Linguistic Background and Teaching Methods". Riyadh, King Saud University. AL-Khuli, M. (1990). Teaching English to Arab student. AL-Falah House. Curran, c. (1987): counseling learning in second language, apple river press. Haycraft,john (1998): An introduction to English language teaching, th7 edition. England: Longman group. Jakobovits, Leon A Reading In The Psychology Of Languange. Engle-Wood Cliffs, N.Y, Prentice Hall. Kitoe,Kiji. Why do we teach English/ Why teach.html, Makki, Fareid Amer (1401h): Teaching Foreign Languages Besides the Arabic Language is a Religious and Recent Necessity, Magazine of the College of Sharia, Religion Origin & Social sciences, Al-Qaseem, Branch of Al Imam Muhammad Bin Soud Islamic University. Richards, Jal & Theodore Rogers (1990): Methodology & Methods in teaching languages, description and analysis. Translated by Mahmoud Ishmael Seine, Abd Al-Rahman AlAbdan, Omar alsediq Abdullah. Riyadh: Books Company for printing and publishing. Rivers, Wilga. M. (1980). Teaching Foreign Language Skills" Chicago:University Of Chi caqo. Nd2 Edition. ١٨٤