Exploring English Language Learning Challenges and English Needs for Academic and Professional Purposes in an EFL Context: Evidence from Applied College Students at King Faisal University

Abstract

This study investigates the English language learning challenges and needs of Applied College students at King Faisal University within an English as a Foreign Language (EFL) context. Although English language learning challenges have been widely examined in Saudi higher education, comparatively less attention has been given to the challenges and language needs of students in applied and vocationally oriented programs. Using a mixed-methods needs-analysis design, the study integrates quantitative data from a structured questionnaire (n = 278) with qualitative insights from semi-structured interviews. Quantitative data were analyzed using descriptive statistics and Pearson correlation analysis, while qualitative data were analyzed thematically. Findings indicate that language learning is shaped by the interaction of linguistic, affective, pedagogical, and environmental factors. Vocabulary limitations and speaking difficulties were prominent, with a strong positive correlation between linguistic and affective factors (r = .771, p < .01). Limited communicative practice and active English use further constrained language development. Students reported strong English language needs, particularly in career-related skills (M = 4.02) and technical vocabulary (M = 3.99). By integrating multiple dimensions of language-learning challenges with students’ perceived needs, the study provides a learner-centered account of English learning in applied higher education. The findings offer implications for more communicative and professionally relevant English provision in comparable vocational higher-education EFL contexts.