摘要
Teaching English as a foreign language （EFL） has been growing throughout the Arab world and hence English hasbecome an obligatory subject in the school curriculum in most Arab countries. However, teaching EFL to Arablearners outside the L! environment becomes more challenging. In such a setting, Arab EFL learners use mostlyspoken English for survival, i.e., English acts as a genuine lingua franca outside the classroom and this requireswell-qualified teachers as well as a professional educational environment inside the classroom. For survival, thespeaking skill becomes inevitable. The study attempts to investigate the factors that might affect Arab high schoollearners＇ EFL speaking performance in Poland. The data collected come from two sources： a questionnaire that wasdistributed to Arab EFL high school learners （N = 30） studying at the Libyan private school and Dar al salaamprivate school of Iraq in Warsaw and semi-structured interviews with instructors （N = 3）. Both quantitative andqualitative approaches have been employed. The findings reveal that students encounter problems in EFL speakingskill due to three main factors： teacher-related variables, curricular-variables, and learner-variables.
