English has undoubtedly become the world's most influential international language. Researchers are interested in the teaching of English for a variety of sociolinguistic and pedagogical reasons, most notably the development of higher education in the teaching of English as a Foreign Language. Numerous initiatives have been launched to promote the teaching and learning of English as a foreign language in non-English speaking countries, including the Arab world. More precisely, in Saudi Arabia, critical knowledge of teaching and learning English is considered critical in education in order to improve students' proficiency in the English language, particularly in speaking. The present article focuses on the specific English language learning barriers associated with speaking, using Tabuk University as a case study. Ten English-speaking classes at Tabuk University were observed during the foundation year in order to ascertain the reasons for Saudi students' lack of communication. The English program and curriculum, instructional strategies, and students' motivation, anxiety, and reluctance will all be discussed in detail as the primary factors affecting speaking proficiency and language learning. As a result, it is critical to research the aforementioned factors in order to increase awareness of some of the potential English learning barriers faced by Saudi students. This will contribute to the overall academic English language standard at Tabuk University, particularly in terms of speaking proficiency.