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Here are five important points:

1. Reluctance to Speak: Many EFL (English as a Foreign Language) students, both in Saudi Arabia and Indonesia, hesitate to participate in speaking activities due to factors like low English proficiency, fear of speaking in front of others, negative evaluation, shyness, lack of confidence, and fear of making mistakes.

2. Cultural Influence: Cultural factors significantly impact EFL learning experiences in Indonesia. Students tend to prefer speaking Bahasa Indonesia over English in class, influenced by cultural norms that prioritize harmony and respect for authority figures like teachers.

3. Unquestioning Attitudes: EFL students in Indonesia often exhibit an "unquestioning minds" behavior in their interactions with teachers, believing that teachers are infallible. This attitude can affect their willingness to take initiative in learning and to actively engage in speaking English.

These points highlight the complex interplay between language proficiency, cultural norms, and educational practices that influence EFL students' speaking abilities and learning experiences in Saudi Arabia and Indonesia.

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The text discusses the importance of developing speaking skills in foreign language learning. It emphasizes that proficiency in a language requires not only understanding its structure and meaning but also the ability to effectively use that knowledge. This involves mastering various linguistic components like phonology, grammar, vocabulary, and discourse.

Furthermore, the text suggests that students should enhance their speech function and interaction management skills to effectively communicate in the target language. To achieve this, they need to engage in diverse communication activities such as turn-taking exercises, information-gap tasks, role plays, simulations, storytelling, and drama.

Overall, the text underscores the need for a holistic approach to language learning that integrates both theoretical knowledge and practical speaking skills through active participation in various communicative activities.

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About the two phases of a language learning process.

Pre-task Phase: In this phase, the lecturer prepares students by providing necessary language tools and instruction. Activities like consciousness-raising and teaching vocabulary are used to equip students for the upcoming task. The lecturer ensures students use English from the start to foster habitual English-speaking behavior, which aids in improving speaking skills.

Task-cycle Phase: Following the pre-task phase, students engage more actively in the main task, often in groups or pairs. This phase encourages varied approaches to task completion, facilitating deeper engagement and skill development in language use.

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This document can help complement the information