The attitudes of Saudi EFL (English as a Foreign Language) learners towards speaking skills are of significant importance in the context of English language education in Saudi Arabia. Speaking skills play a vital role in language acquisition and communication, and understanding learners' attitudes towards speaking can provide valuable insights for educators and policymakers. This study aims to explore the attitudes of Saudi EFL learners towards speaking skills, with the goal of identifying factors that may influence their confidence, motivation, and proficiency in spoken English.

The Kingdom of Saudi Arabia has witnessed a growing emphasis on English language education in recent years, driven by the recognition of English as a global language and the increasing need for English proficiency in various professional and academic domains. As a result, there has been a heightened focus on developing learners' speaking skills as part of the broader efforts to enhance English language competence. However, the attitudes and perceptions of students towards speaking in English are complex and multifaceted, influenced by various individual, cultural, and educational factors.

This research seeks to investigate Saudi EFL learners' attitudes towards speaking skills through a combination of quantitative and qualitative methods. The quantitative component will involve the administration of surveys to assess learners' self-perceived proficiency in speaking English, their confidence levels, and their beliefs about the importance of speaking skills in language learning. Additionally, the survey will explore learners' attitudes towards English as a means of global communication and their aspirations for utilizing English in their personal and professional lives.

The qualitative aspect of the study will entail in-depth interviews and focus group discussions to delve into the nuanced factors that shape Saudi EFL learners' attitudes towards speaking skills. Through these qualitative inquiries, the research aims to uncover underlying motivations, anxieties, and barriers that may impact learners' engagement with spoken English. Furthermore, exploring cultural and sociolinguistic influences on learners' attitudes towards speaking will provide a comprehensive understanding of the complexities involved in language use and identity construction.

The findings of this study are expected to yield valuable insights that can inform English language teaching practices and curriculum development in Saudi Arabia. By understanding the attitudes and perceptions of learners towards speaking skills, educators and policymakers can tailor instructional approaches to better align with students' needs and preferences. Additionally, the research outcomes can contribute to the design of effective language learning interventions and support mechanisms to enhance learners' confidence and proficiency in spoken English.

Moreover, the study aims to shed light on potential areas for targeted intervention, such as addressing language-related anxieties, enhancing intercultural communicative competence, and promoting authentic and meaningful interaction in English language classrooms. By acknowledging and responding to the attitudes of Saudi EFL learners towards speaking skills, educators can create a supportive and empowering learning environment that nurtures communicative competence and fosters a positive outlook towards spoken English.

However, the attitudes of Saudi EFL learners towards speaking skills are a pivotal aspect of English language education in Saudi Arabia. This research endeavors to deepen our understanding of learners' perspectives, motivations, and challenges related to spoken English, with the aim of informing pedagogical practices and initiatives that promote the development of effective and confident speakers of English. By addressing the multifaceted dimensions of learners' attitudes towards speaking, this study seeks to contribute to the advancement of English language education in the Saudi context and beyond.