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International Journal of Education

Language Skills and their Relationship

to Learning Difficulties in English
OPEN ACCESS
Language from the Students’ Point of
Manuscript ID:
EDU-2021-09044082
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Mohamad Ahmad Saleem Khasawneh
Volume: 9
Assistant Professor, Special Education Department, King Khalid University, Saudi Arabia
https://orcid.org/0000-0002-1390-3765
Issue: 4
Abstract
Month: September This study aimed to identify the relationship between learning language skills and learning
difficulties in the English language among students in the elementary stage in Irbid Governorate
Year: 2021 from the students’ point of view. The study used the descriptive-analytic approach. The sample of the
study consisted of (300) male and female students, who teach the fourth and fifth grades, distributed
as follows: (150) males and (150) females. To achieve the objectives of the study, a questionnaire
P-ISSN: 2320-2653 was designed to identify the relationship between learning language skills and learning difficulties
among students in the English language. The questionnaire included the following dimensions,
E-ISSN: 2582-1334 listening, speaking, reading, and writing. The study results revealed that the overall degree for
the relationship between learning language skills to students’ learning difficulties In the English
Received: 05.06.2021 language at the primary stage from the teachers’ point of view was high in all dimensions of study.
The study concluded that it is important to identify the importance of learning language skills for
students with LDs and teachers should be aware of these skills and their role.
Accepted: 27.07.2021 Keywords: English language, Speaking, Listening, Reading, Writing, Learning disabilities

Published: 01.09.2021 Introduction

In recent years, the English language has facilitated the widespread of the
Citation:
electronic networks in the field of public communication. This spread, in turn
Khasawneh, Mohamad
Ahmad Saleem.
has contributed to improving the use of English as an international language
“Language Skills and (Almousah, 2020). In addition, Al-Arifi (2020) emphasised that English is the
Their Relationship to language of communication and understanding between many countries of the
Learning Difficulties in world, as it is the language of political and scientific conferences and forums,
English Language from the and the language of publishing and scientific research in many fields, especially
Students’ Point of View.” technical and medical ones. Therefore, the Jordanian Ministry of Education has
Shanlax International continuously developed English language teaching, as English is the second
Journal of Education, official language in Jordan.
vol. 9, no. 4, 2021, There are clear indications of students’ weakness in the English language,
pp. 128–35. as students are unable to speak English, and their ability to comprehend and
understand written texts is also weak (Minshar, 2020). In addition, students
DOI:
are weak in understanding conversations they listen to in English and are
https://doi.org/10.34293/
education.v9i4.4082
weak in written expression. This led to the increase in learning disabilities
in the English language among students and its great impact on the future of
children, their social and professional lives, and their psychological stability.
Such a phenomenon requires a comprehensive, careful, and insightful view
This work is licensed of the familial, social, and economic factors interacting with the preparations,
under a Creative Commons tendencies, and psychological trends of each student separately. It is also
Attribution-ShareAlike 4.0 important to avoid random judgments and intolerant trends such as the
International License misconception of some teachers and parents that learning disabilities are linked

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to misunderstanding and mental retardation Significance of the Study

(Musaed, 2018). Therefore, this problem triggered The significance of the current study stems from
the researcher to investigate and identify the most the importance of the English language as the first
important reasons behind the students’ learning global language that contributes to the progress
difficulties in the English, including those related to of individuals scientifically and practically, so
learning language skills. everyone needs to learn it. Therefore, research on the
relationship of language skills to students’ learning
Problem Statement difficulties in the English may contribute to finding
The level of students in the elementary stage solutions for these reasons. This will help reduce the
in the English does not meet the expected learning number of students with learning difficulties in the
outcomes in various language skills (Al-Zoubi, English language in the future. The current study also
2013). Therefore, it has become necessary to derives its significance from the importance of the
identify the causes of students’ learning disabilities elementary stage, which represents the first pillar of
in the English language from its various aspects. the next educational stage in the educational system,
The rationale behind this reason is that the English which depends on the quality and development
language is very important in achieving the of students’ academic performance (Saadeh and
objectives of the educational system and the progress Dhmour, 2017).
of individuals scientifically and practically. The
idea of this study was to identify the relationship Delimitations of the Study
between learning language skills to the learning The results of this study are limited to human
disabilities of students in the English language limitations, as it was applied to the fourth and fifth
and methods of treating them. Therefore, it was primary students. The study tools were applied in
necessary to take the opinions of students to face public primary schools in the Second Directorate of
these difficulties, as taking their opinions will lead to Education in Irbid Governorate during the second
a deeper understanding of the language, In addition semester of 2020/2021. The results of the study also
to achieving better performance on the part of both are limited to the validity and reliability of the study
the teacher and the learner alike. instrument.

Research Objectives Definition of Operational Terms

This study aimed at achieving the following The primary stage: is defined as the stage at the
objectives: beginning of the educational ladder, where students
• Identifying the causes of learning disabilities undertake their spiritual, physical, intellectual,
among students in the English language at the emotional, and social care in a manner consistent
elementary stage in Irbid Governorate from the with the nature of each student and according to the
students’ point of view. goals of the society in which they live (Al-Mutairi,
• We are identifying the relationship between 2009). The researcher defines it procedurally as the
learning language skills and learning difficulties stage that includes students from the fourth grade
in the English language. to the sixth grade in public schools in the Second
Education Directorate in Irbid Governorate.
Research Questions Reasons: They are defined as the factors behind
The present study seeks to give answers to the a particular problem or work to make something
following research question: happen (Olimat et al., 2013).
• What is the relationship of language skills with Students with Learning Disabilities:
the learning disabilities of students in the English those who have disorders in one or more of the
language in Irbid from the students’ point of basic psychological processes, which include
view? understanding of written or spoken language and
their use(khasawneh, 2019).

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Literature Review Previous Studies

Students face difficulties learning English as a Several studies have been conducted to
second language, which is a multifaceted problem that investigate the reasons behind learning disabilities in
requires organised and multidimensional solutions. the English language and these studies have come up
They also face other challenges related to mastering with different results.
the skills necessary for reading comprehensions, such Al-Mawajdeh (2020) identified the reading
as rapid recognition of words and an abundance of difficulties facing the 9th-grade students in the English
linguistic vocabulary. They need a kind of education language and how to deal with these difficulties from
that directly solves their deficits and promote their the teacher’s point of view in Jordan. The sample
language level (Nuruzzaman, Islam & Shuchi, 2018). of this study consisted of 100 teachers ( 40 males
The problem of students’ weakness in the English and 60 females) from the Almazar Directorate of
language is one of the challenges facing researchers Education in Jordan. The author used the analytic
in teaching and learning English in general. The descriptive method and developed a questionnaire
improvement of students’ achievement in the English where its validity and reliability were verified. This
language confirms the good progress of the education study showed statistically significant differences in
process in the right direction. In addition, the teacher the teacher’s perceptions and these differences are
grows a positive motivation towards the teaching attributed to the variable of years of experience.
profession and helping students achieve better. On Abdel Moneim (2019) investigated the
the other hand, we will find that the achievement of effectiveness of a training program based on
many students in the English language is a complex strategies of attention and working memory to
problem, as they feel that it is an unsuitable subject improve reading skills among students of the third
for them and that whatever they do they will not be primary with learning disabilities in English at Kafer
good at. Therefore, we must look into the reasons El Bateek Al assay School Kafer El Bateek Idara.
behind the formation of negative trends towards the The sample of this study consisted of 30 students.
acquisition of English language subjects, the most The study followed the quasi-experimental where
important of which is the low achievement rate the students were randomly divided into 2 groups,
(Turki, 2019). a control group of 15 students and an experimental
The general atmosphere prevailing in elementary group of 15 students. A pre-test was applied to both
schools neither helps nor encourages learning the groups and then only the experimental group took
English language. The student speaks Arabic with the training program, which consisted of 24 sessions
the school administration and teachers and learns and after that, a post-test has been applied to both
the Arabic language in all subjects. The remaining groups. A reading and writing scale and IQ test of
time to learn English is limited to a class of forty-five Ahmad Zaky Saleh were used alongside the training
minutes, most of which is covered with Arabic. The program. The results of the study revealed that there
time specified to learning the English language is are significant differences in student’s performance
very limited compared to other study subjects, which on post-test in the experimental group that proves the
is of course not enough for students to practice and training program is effective.
acquire the language. Therefore, it is necessary to Williams (2020) examined the effects of an
take advantage of all the opportunities available to intensive reading intervention RIA (Reading
the student in learning the language. As for teaching Intervention for Adolescents) on reading outcomes
methods, we find that they do not achieve their goal (word reading, vocabulary, and comprehension) for
for several reasons, including that teachers do not ninth-grade English language learners with learning
speak English in their performance and focus on disabilities (LD). The sample of this study were
giving information and teaching it as a subject only, students from 3 different large high schools in an
regardless of teaching English. In addition, teachers urban, diverse southwestern U.S. school district
focus on the written contents of the curriculum and where all students were English Learners by the time
neglect the verbal side of the language. of this study or during the past 5 years; this study

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analysed the treatment effects only for the English Fourth 100 33.33%
Learners with learning disabilities from the full
School Fifth 100 33.33%
sample in the study of the ( Reading Intervention for
grade Sixth 100 33.33%
Adolescents (RIA) for English Learners (Vaughn
Total 300 100.0
et al., 2018). And to analyse the treatment effects,
2 groups (treatment and comparison) were created
from the four originally randomised groups of 10 to Research Instrument
15 students. The study results exposed the challenges The instrument of the study consisted of a
of improving reading outcomes for English learners measure of the relationship of language skills to
with learning disabilities in high school. students’ learning difficulties in English at the
Swanson (2020) examined the prevalence of primary stage from the students’ point of view. The
latent classes at risk for reading or math disabilities study instrument consisted of two parts. Part one
for elementary school children whose mother tongue included general information about the study sample
was Spanish. The sample of this study consisted of (students). The second part included the statements
394 students ( 155 first grade, 129-second grade, of the questionnaire addressed to teachers, which
and 110 from the third grade) were selected from 30 were divided into the following topics (listening,
classrooms from urban schools with a high poverty speaking, reading, and writing). The response was
representation from two large school districts in graded on each statement according to a triple scale
southwestern United States, 192 boys, and 202 girls. and was determined at three levels: high (3 degrees),
The findings of this study supported the idea that medium (2 degrees), and low (1 degree).
children at risk for certain LDs reflect a latent class
group that can be separated from a heterogeneous Validity and Reliability of the Instrument
sample of children who differ in reading, L1, and L2 To ensure the validity of the instrument, the
measures of vocabulary, math, fluid intelligence, and correlation coefficient was calculated. The correlation
attention. coefficients are shown in Table (2) below.

Research Methodology Table 2: Cronbach’s Alpha Internal Consistency

This section provides information on the Coefficient and Repetition Stability of the
methodology of the present study, which includes Instrument
population and sample, research instrument, and Field Test Re-test Internal Consistency
validity and reliability of the instrument. Listening 0.91 0.85
Speaking 0.87 0.86
Population and Sample Reading 0.88 0.85
The study sample consisted of (300) male and Writing 0.90 0.87
female students, who were chosen from the teachers Total 0.89 0.86
who teach the fourth and fifth primary grades. 10
schools of males and females were chosen by the Table (2) shows that the value of the total
stratified random method to consist of (5 schools for reliability coefficient of the study instrument was
females) and (5 schools for males). The study was (0.89), where the listening field obtained the highest
conducted on a sample of 300 students as shown in stability factor (0.91), and the lowest stability factor
Table (1). was (0.87) for the speaking field.
Table 1: Distribution of the Study Sample
According to Independent Variables Findings
Category Frequency Percentage This section provides the findings obtained from
Male 150 50% the present study. These findings are presented based
Gender
Female 150 50% on the research questions that guide the present
research.
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Results of the research question of the study. Speaking 2.12 .518 Medium
To answer this question, the mean scores and
Reading 2.12 .493 Medium
standard deviations of the relationship of language
Writing 2.09 .516 Medium
skills to students’ learning difficulties in English
Total 2.12 .421 Medium
were extracted as follows.
The first field: language skills
Table (3) shows the mean scores and standard It is evident from Table (3) that the overall degree
deviations of the relationship of language skills of assessment of the relationship of language skills
with learning difficulties among English language with learning difficulties among English language
students and the overall degree of for the language students was generally high. All of the statements of
skills fields. the questionnaire were also high, as the “speaking”
field came in the first place, while the “writing field”
Table 3: The Mean Scores and Standard came in the last place.
Deviations of the Statements of the Language
Skills Fields Arranged in Descending Order The Listening Field
According to the Mean Scores Table (4) shows the mean scores and standard
deviations of the relationship of language skills
Language Mean Standard
Rank with learning difficulties among English language
skills Score Deviation
students and the total degree of assessment of the
Listening 2.17 .567 Medium
listening field and its statements.
Table 4: The Mean Scores and Standard Deviations of the Listening
Field Arranged in Descending Order According to the Mean Scores
Rank Statement Mean score Standard deviation Level
Weakness of students in following the instructions of
1 2.19 .688 Medium
the course in English language by listening
2 Not linking the listening material to real-life situations 2.17 .757 Medium
Poor ability of students to connect sentences by
3 2.13 .761 Medium
listening
Difficulty distinguishing students by hearing similar
4 2.08 .735 Medium
words
Lack of sufficient audio materials to get students used
5 2.08 .752 Medium
to listening
6 Poor comprehension of the listening material 2.08 .777 Medium
Total listening field 2.12 .493 Medium

The results in Table (4) show that the overall The Speaking Field
degree of assessment of the relationship of language Table (5) shows the mean scores and standard
skills with learning difficulties in listening was deviations of the relationship of language skills
medium. The highest statement was “students’ to learning difficulties among English language
weakness in following the instructions of the course students and the overall assessment degree for the
in English by listening”. In contrast, the statement speaking field and its statements.
“Poor comprehension of the listening material” came
in the last rank.

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Table 5: The Mean Scores and Standard Deviations of the Statements of the Speaking Fields
Arranged in Descending Order According to the Mean Scores
Rank Statement Mean score Standard deviation Level
1 Not focusing on speaking experiences during the lessons. 2.20 .757 Medium
2 Poor ability of students to express their thoughts orally 2.19 .718 Medium
3 Poor ability of students to form correct sentences 2.17 .753 Medium
4 Poor ability of students to synthesize language terms 2.11 .738 Medium
Total speaking field 2.17 .567 Medium

The results in Table (5) show that the overall The Reading Field
degree of assessment of the relationship of language Table (6) shows the mean scores and standard
skills with learning difficulties in speaking was deviations of the relationship of language skills
medium. All of its statements were also high, as the with learning difficulties among English language
statement, “Not focusing on speaking experiences students and the overall degree of assessment of the
during the lessons” came in the first rank. The reading field and its statements.
statement, “ Poor ability of students to synthesise
language terms” ranked last.
Table 6: The Mean Scores and Standard Deviations of the Statements of the Reading Fields
Arranged in Descending Order According to the Mean Scores
Rank Statement Mean score Standard deviation Level
Difficulty reading and summarizing English texts
1 2.20 .762 Medium
by the teacher
2 Difficulty pronouncing vowels in English 2.16 .727 Medium
Difficulty understanding the meanings of the
3 2.13 .718 Medium
reading material
4 Difficulty deriving word roots 2.05 .780 Medium
5 Difficulty reading English sentences 2.05 .757 Medium
6 Difficulty distinguishing silent letters 1.95 .808 Medium
Total reading field 2.09 .516 Medium
It is evident from Table (6) that the overall degree of The Writing Field
assessment of the relationship of language skills with Table (7) shows the mean scores and standard
learning difficulties in the field of reading was medium. deviations of the relationship of language skills to
All its statements were also high, as the statement, students’ learning difficulties in the English language
“Difficulty reading and summarising English texts and the overall degree of assessment for writing and
by the teacher” came first. The statement, “Difficulty its statements.
distinguishing silent letters” ranked last.
Table 7: The Mean Scores and Standard Deviations of the Statements of the Writing Fields
Arranged in Descending Order According to the Mean Scores
Rank Statement Mean score Standard deviation Level
1 Lack of marks (grades) for written assignments 2.21 .737 High
2 Difficulty distinguishing letters and syllables 2.13 .740 High
3 Lack of marks (grades) for written assignments 2.12 .771 High
4 Difficulty expressing in writing life situations. 2.07 .751 High
5 Lack of written assignments assigned to students 2.06 .778 High
Total writing field 2.12 .518 High
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The results in Table (7) show that the overall all the averages in this field came high. This is a clear
degree of assessment of the relationship of language indication that students face real weaknesses in the
skills to students’ learning difficulties in writing was field of writing. The researcher attributes this to the
medium. All of its statements were also high, as teachers’ lack of focus in their teaching on this skill
the statement, “Lack of marks (grades) for written and their focus on other skills. In addition, there are
assignments” ranked first, while the statement, “the weak appropriate opportunities for the student to
lack of written tasks assigned to students” came last. show his skill in writing and expressing himself.

Discussion Recommendation
The results in Table (3) showed that all language One of the most prominent recommendations of
skills statements received high grades by teachers. this study is to focus on the need to diversify teaching
The fields of the questionnaire came in the following methods, reduce the teaching burden for teachers
order, speaking, writing, listening, and reading. from lessons, and open channels of communication
In the field of listening, the results showed between family and school to follow up on students’
that the students face a real weakness in listening, affairs. It is recommended to identify problems
especially the linking of sentences while listening. in the process of learning English and increasing
The researcher attributes this to the teachers’ lack the awareness of students and their families about
of focus in their teaching on this particular skill and the importance of learning English. In addition,
their focus on other skills, in addition to the lack of they are encouraging schools to establish a unique
a curriculum in which the teacher uses to teach that English language laboratory equipped with the latest
skill. Listening skill largely depends on the teacher, equipment to enable students to listen to the language
who in turn can be asked to possess this skill. better and with sound pronunciation and encourage
As for the field of speaking, the results showed teachers to develop remedial plans to improve the
that all the averages of this field came at a high level. achievement level of students.
The researcher attributes the reason for this because
students face a real weakness in conversation skills Acknowledgements
because of their teachers not focusing on conducting The authors extend their appreciation to the
conversations in English in the classroom. In Deanship of Scientific Research at King Khalid
addition, students’ fear of making mistakes or feeling University for funding this work through Small
shy while they speak in front of their colleagues is Research Groups under grant number (RGP.1
also another reason. This indicates that the students’ /40/42).
speaking skills are still affected by many problems.
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Author Details
Mohamad Ahmad Saleem Khasawneh, Assistant Professor, Special Education Department, King Khalid
University, Saudi Arabia, Email ID: mkhasawneh@kku.edu.sa.

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