Challenges of learning English

Arab learners, including Omani students at Sultan Qaboos University (SQU), face distinct challenges when learning English. These difficulties stem from linguistic, cultural, and pedagogical factors, which create barriers to effective language acquisition. Understanding the psychology behind how Arab learners approach English is vital, particularly now as SQU takes significant steps toward becoming an entrepreneurial university. For this transition to be successful, it is essential to address the unique needs of Omani learners, ensuring they can acquire the critical language skills necessary to thrive in the globalized entrepreneurial landscape.

One of the key challenges Arab learners face is a lack of cultural knowledge. Language and culture are deeply interconnected, and mastering a language like English requires understanding the cultural contexts in which it is used. However, for Arab learners, English is not just a foreign language; it is tied to Western cultures that may be unfamiliar or even distant to them. This cultural gap makes it difficult to fully grasp phrases, idioms, and expressions that carry significant cultural meaning. For example, while learners might understand the literal meanings of English words, they often struggle to comprehend their figurative or idiomatic use in real-life situations.

Another critical issue is limited vocabulary. English has an extensive lexicon, and building a strong vocabulary requires regular exposure to diverse reading materials. Yet, many Arab learners, including those at SQU, often limit their reading to academic requirements and rarely engage with English outside of classroom contexts. This narrow exposure reduces their ability to expand their vocabulary and express themselves fluently and precisely. Moreover, the traditional emphasis on rote memorization, rather than critical engagement with texts, further exacerbates this issue. Students tend to memorize vocabulary for exams but fail to retain it for long-term use, making it harder to communicate effectively or apply their language skills in varied contexts.

The difficulty in applying learned concepts also plays a major role. In many educational systems across the Arab world, including Oman, there is a focus on memorisation rather than critical thinking and application. Learning is seen as a process of absorbing information to reproduce in exams, rather than a tool for problem-solving or real-world engagement. This approach leads students to view knowledge as transient, something to be memorized and discarded after exams. As a result, learners often struggle to apply their English skills in real-life situations, whether it’s using English for creative tasks or adapting to different professional contexts.

These challenges become particularly significant when viewed in the context of SQU’s ambition to become an entrepreneurial university. An entrepreneurial education requires more than just rote learning; it demands innovation, critical thinking, and the ability to apply knowledge in real-world situations. For SQU to achieve this vision, understanding and addressing the psychological and educational barriers Omani learners face in acquiring English is crucial. English is not just a subject for passing exams—it is a gateway to global knowledge, collaboration, and innovation. Without proficiency in English, students may struggle to engage in international business, access global research, or develop the cross-cultural communication skills necessary for entrepreneurship.

Furthermore, entrepreneurial universities prioritize interdisciplinary learning, global partnerships, and applied knowledge—all areas where English proficiency is essential. If SQU aims to foster an entrepreneurial mindset in its students, it must equip them with the language skills needed to engage with the global marketplace. This is especially important as Oman seeks to diversify its economy and develop a generation of innovative, globally-minded leaders. Thus, addressing these challenges head-on is vital for the success of SQU’s transformation into an entrepreneurial institution.

In conclusion, Arab learners of English face several psychological and cultural barriers, including a lack of cultural knowledge, limited vocabulary, difficulty in applying learned concepts, and a traditional education system that prioritizes memorization over critical thinking. These challenges must be addressed if SQU is to successfully become an entrepreneurial university.