Problems of English Language Acquisition in Saudi Arabia: An Exploratory-cum-remedial Study

Abstract

Abstract-'An international language belongs to its users, not to the countries whose national languages have become internationalized' (Edge 1992). With an ever increasing number of L2 users it is time we rewrote the description of the place of English among world languages. All types of interactions, more particularly between nations, are through English, for a reason no other than the fact that it is the only language in which non native users can possibly communicate. It is the language of science, technology and business apart from being significant in political or diplomatic dialogues. English Language has come to be owned by all people in the world of work. Saudi Arabia is no exception. Almost a hundred years on Saudi schools, colleges and universities teach English with primary and genuine concern. Still, just like non-native learners in other nonEnglish speaking countries, Saudi learners also confront many problems in their English Language acquisition. This study is a humble effort to bring out the major barriers and problems that Saudi students face while learning English; it proposes remedial measures for the said barriers and problems. In this study, the researcher has tried to focus on the teaching methodologies and learning atmosphere prevalent in Saudi English classrooms.

Changes Required in Saudi Universities Curriculum to Meet the Demands of 2030 Vision

“…A study conducted by Altwaijri (1982) revealed that the students from Saudi government schools have been studying English language since 10 years, but their performance is not satisfactory. Therefore, most of the students lack the skills and motivation of learning English language, who are admitted in university programs after passing from high schools (Alrashidi & Phan, 2015;Al-Nasser, 2015). There is an immediate need of conducting various academic projects and search for improved teaching qualities at the Saudi government schools to implement the objectives and aims of vision 2030.…”

A Systematic Review of Research on Teaching English Language Skills for Saudi EFL Students

“…Themain causes for low competence in the English language among students include teacher-centered instruction, traditional teaching methodologies, memorization, lack of motivation, lack of practice, customs and culture (Alrashidi& Phan, 2015). Other barriers to learning English in Saudi Arabia include the introduction of English at a later stage, mother tongue interference, heavy use of L1, shortage of teachers training, the constancy of curriculum and syllabus for long time and lack of Information and communication technology use (Al-Nasser, 2015).Saudi students' English language proficiency is among the worst in the world (Carfax Educational Projects, 2016). According to the EF English Proficiency Index, Saudi Arabia ranks 68 out of 72 countries observed (EF English Proficiency Index, 2017) (Table 3).…”

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

“…The following sections have identified some of the areas teachers may lack competency in and require professional development programs to up-grade their teaching skills. The article does not look for reasons for why teachers may not be adequately equipped for the classroom which can be traced back to the content of teacher education programs (Alhamzi, 2003;Al-Seghayer, 2014;and Al-Nasser, 2015). Rather we have focused on what is needed for in-service teachers now and in future years to improve the teaching and by effect learning of English throughout the Kingdom of Saudi Arabia.…”