English Language Teaching in the Kingdom of Saudi Arabia: Past, Present and Beyond

Abstract

realized the introduction of a comprehensive English language teaching curriculum, the English Language Curriculum for Elementary, Intermediate and Secondary Schools in the Kingdom of Saudi Arabia Grades 4 -12, 2014 -2020

Assessment of English Language Student Teachers’ Perceptions of their Competency in Light of Teacher Professional Standards (ELTPSs) in the Kingdom of Saudi Arabia

“…EFL teachers' lack of "enough theoretical background knowledge pertaining to the main factors that affect second-language learning, such as motivation, attitudes, aptitude, and age", their insufficient knowledge, and use of educational aids and electrical learning resources employed in English classrooms, their limited experience in material design, were also documented by several Saudi researchers (Al-Seghayer, 2016;Althobaiti, 2017;Mitchell & Alfuraih, 2017).…”

“…The study of Al-Subaihy et al (2015) yielded similar results. In a more recent study conducted by Mitchell and Alfuraih (2017), it is also found that over (70%) of the EFL teachers, who completed the survey, deem themselves in need of training in testing and student feedback. In line with these results are those of Al-Harbi (2006) which revealed that EFL teachers were in need of more training in teaching methods, teaching the four language skills, teaching grammar, and utilizing teaching aids and technology.…”

“…Outcomes of Al-Hazmi' study revealed the inadequacy of EFL teacher preparation programs in foreign language teaching methodology and asserted the existence of a gap between EFL teacher preparation programs and teachers' actual needs in classrooms environment. consequent studies of Al-Saadat (2004), Al-Harbi (2006), Albedaiwi (2014), Al-Seghaye (2014), Althobaiti (2014), Mitchell and Alfuraih (2017) asserted the inadequacy of EFL teacher preparation programs regarding pedagogical knowledge aspects such as classroom management, use of teaching aids and resources. Unfortunately, even more recent studies such as Al-Subaihy, Al-Rashidy, and Al-Najjar (2015), Al-Zahrani (2015) and Almomani (2016) revealed the shortage of the preparation programs and stated that pedagogical courses in these programs were theoretically oriented courses offering extinct, traditional, and old teaching methods that were used no more.…”

English in Saudi Arabia: Status and Challenges in The Light of Prince Mohammad Bin Salman’s Vision 2030

“…The study of Mitchell and Alfuraih (2017) tracked the development of English Language Education in Saudi Arabia. It emphasized that although there is a partnership between the Tatweer Company for Educational Services and the Ministry of Education, there is still a need to support improvement in the learning and teaching of English as the Kingdom continues to develop as a knowledge-based society.…”

Effectiveness of a Training Program in Improving Study Skills and English Language Achievement among High School Students

“…Al-Nasser (2015) asserted that although students of public schools studied English for nine years, they could neither speak fluently nor write accurately after graduation. Mitchel and Alfuraih (2017) addressed the history of English language instruction in Saudi Arabia and applied the study to (500) teachers, teaching from 4 th to 12 th grades, out of (35,000). Results indicated that only 40% could pass the exams of English course because they neither did the assignments nor prepared the lesson despite their motivation and the teachers' utilization of modern technology.…”