Present Status and the Problems of Teaching English in the Kingdom of Saudi Arabia (original) (raw)
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Problems of English Language Acquisition in Saudi Arabia: An Exploratory-cum-remedial Study
—'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 non-English 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.
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This paper will reflect three major issues related to the teaching of English in Saudi Arabia. Firstly, it will discuss the present status of education and ELT in Saudi Arabia, secondly, it will state various challenges of teaching English, and finally, it will attempt some remedies that can be recommended to tackle those challenges.
The Significance of Learning English in Saudi Arabia
English as an international language is the main means of communication worldwide. Many people strive to learn English language greatly, and this has contributed to the customization of international special curricula in English language. In Saudi Arabia, learning English is becoming highly important; as it has been introduced into the Saudi Secondary School classroom and curriculum from grade seven. This paper aims to outline the significance of developing English language learning for Saudi Arabia's students and government.
Teaching English as a Foreign Language in Saudi Arabia : Struggles and Strategies.pdf
Teaching English as a Foreign Language in Saudi Arabia: Struggles and Strategies, 2018
Abstract This paper is based on action research carried out in King Khalid University, Saudi Arabia. The purpose of this study is to investigate the vital issues related to the teaching of English in Saudi Arabia. Some major problems include: influence of mother tongue, less exposure to English in day to day life, attitude towards teaching and learning English, lack of recent trends of EFL teaching, enrolling larger number of students in EFL classes and failure of creating effective teaching environment. The research is conducted among the first year students of Chemistry and Mathematics of King Khalid University, studying Intensive English (Blended Course) as university requirement for 12 hours a week for 15 weeks. The study proposes some remedial measures which recommend introducing English from the beginning of primary level, modern and effective teaching strategies, selecting appropriate textbooks, building sound teacher-student relationships and implementing diverse assessment methods. Keywords: challenges, exposure to English, Saudi EFL learners, teaching strategies
Developing the English Curriculum in the Kingdom of Saudi Arabia: Possibilities and Challenges
The worldwide diffusion of English has led to the development of regional varieties known collectively as World Englishes (WEs) and the need to teach English as an International Language (EIL). In the Kingdom of Saudi Arabia (KSA), although English is now a mandatory component of the curriculum from Grade 4 primary school, current materials and methods of English language teaching reflect Anglo-American cultural and linguistic norms and values, and therefore lack the diverse nature of English today and conflict with the Islamic discourses and values. In addition, there continues to be a marked preference for the standard American English accent. Such focus on standard English along with other linguistic and cultural factors have led to substandard English skills among Saudis. Moreover, English teachers in Saudi Arabia do not know much about EIL paradigm and its benefits on uplifting students' intercultural communicative skills in English, the essential requirement for the newly proposed conceptualisation of English competency. This paper discusses the inadequacy of the English materials used in the KSA schools and universities and argues that an EIL framework should be implemented in English curricula at all levels. The challenges of such change are also highlighted.
Journal of Teaching and Education, 2013
The English language is now the lingua franca of the modern world. Language is the most powerful and effective tool of communication. Without speaking, one can communicate but it can't be effective. Language has a great impact on man's cognitive development. Every nation has its own national language and set of native languages or dialects. In Saudi Arabia, the country's national language is Arabic. The Saudis express themselves and communicate with each other using Arabic. English has been taught in the Kingdom of Saudi Arabia as a foreign language. Saudi Arabia is considered as a developing country. Students in big cities have more chances to speak English than their colleagues in small cities. According to the syllabus taught at all three stages of education the Primary, Intermediate and Secondary schools, it mostly focuses on the written rather than spoken skills. The uses of methodologies in teaching are still traditional using the board and the tape-recorder. The sample of the study was selected randomly from level four to level eight. The study reveals that the students' language has gradually improved. The students' proficiency in English language is average. There are some problems which make it difficult for the students to learn English fast. Some of these problems are: lack of English speaking environment; mostly Arabic speaking environment; public phobia, less involvement in the teaching learning process and the lack of competition among the students.
Redefining English Curriculum Programs in Saudi Arabia
Globalization poses many challenges to societies that are still steeped in their traditional worldviews. This is because the modern world requires individuals who understand other cultures to enable them function effectively in a globalized social, educational, and economic environment. One way of overcoming the challenges of globalization is developing an education system that produces globally conscious individuals. To achieve this goal, a universal language is necessary to allow effective cross-cultural interaction and communication. This essay discusses the challenges that face Saudi Arabia with regards to the medium of instruction in the education system. The paper highlights the two conflicting views regarding the integration of English language into the curriculum. It provides the arguments advanced by the traditional theorists who argue that the local language is sufficient to meet the country's needs, and the modern theorists who support a universally recognized language as a means of equipping learners with relevant skills to function in a global environment. Finally, it emphasizes the necessity of adopting the modern approach as a way of developing a curriculum that will meet the needs of individuals who will be required to function in a multicultural environment. Running head: REDEFINING ENGLISH CURRICULUM PROGRAMS IN SAUDI ARABIA 1 Introduction One of the most visible impacts of globalization is the breaking down of the socioeconomic and cultural barriers that hindered interaction of different cultures from interacting with each other. Language is one of the key drivers of this process because it bridges the linguistic gap between people from different racial and cultural backgrounds. A universal language not only offers a medium for cross-cultural communication, but also provides a platform for the exchange of ideas, technologies, and cultural transformation as well as for facilitating international trade. Consequently, any society that fails to learn a universally recognized language risks isolation from the rest of the world. On this front, the English language has emerged as a global language that is used in many countries around the world. The international significance of the Kingdom of Saudi Arabia as a leading oil exporter necessitates the need for a universal language that she can use to do business with other nations. However, Saudi Arabia is one of the countries whose acquisition of the language has lagged behind other countries. For a long time, her education curriculum has relied on the Arabic language, and it is not until recently that English was introduced it the curriculum. Regardless, the issue of whether or not Saudi Arabia should acquire English as a second language has generated a lot of controversy among Saudi scholars. Whereas some argue that the kingdom's native language (Arabic) is sufficient for her social, cultural, educational, and economic needs, others contend that acquiring a second language (English) is necessary. They posit that English will not only help the country integrate easily in the global environment, but also facilitate the adoption of technology, which has become the major driver of educational and economic activities. This section of the research discusses the different views held by the opponents and proponents for the integration of English language into the Saudi Arabian education curriculum. In the end, this essay asserts the need to adopt a theoretical framework that will guide the acquisition of a universal language without eroding the country's culture, social values and beliefs, or compromise people's aspirations.
Education Context and English Teaching and Learning in the Kingdom of Saudi Arabia: An Overview
This paper discusses the education context and English teaching and learning in the Kingdom of Saudi Arabia (KSA). The paper is organised into five main sections. The first section offers a brief glance at the social, religious, economic, and political context in KSA. The second section provides an overview of the education system in KSA, which includes a brief explanation of the history of education, a discussion of the role of government in modern education, and a description of the administration of education in the country. The third section presents information about English teaching and learning in public and higher education in KSA, while the fourth gives insights into the challenges and difficulties students face when learning English. The last section focuses on the importance of learning English in KSA.
International Journal of Bias, Identity and Diversities in Education, 2019
There has been much debate about the issue of English as a Medium of Instruction (EMI) and the place of English in the context of international education in general and in the Arabian/Persian Gulf region in particular. This study explores the use of EMI in an undergraduate engineering programme in the Kingdom of Saudi Arabia (KSA). Using a qualitative approach to data collection by means of open-ended questionnaires and semi-structured interviews, this study explores the views of Arab expatriate teachers of scientific subjects, Saudi engineering students and preparatory year EFL non-Arab expatriate teachers on the use of EMI in their institution. The study sheds light on a certain gap in terms of actual classroom practices, between EMI as an official language policy and Arabic as de facto medium of instruction. Furthermore, the findings of the study suggest that the implementation of EMI may pose several challenges to both teachers and students.
International Proceedings of Economics Development and Research, 2014
The aim of this study is to make the process of learning English as a foreign language in the Kingdom of Saudi Arabia in line with the students' own preferences and to make teachers recognize their students' preferences in this regard. In order to look at the teaching process from students' perspective, a survey was conducted using a set of two questionnaires across various secondary schools in the southern region of the Kingdom of Saudi Arabia. Through the first questionnaire, 288 students from different levels of the secondary schools were asked to express their preferences for learning English, and through the second one, 28 teachers responsible for teaching English to the same selection of students were asked to state their opinion about the interest of their students in the learning process. The data, thus acquired, pin point a number of areas in which there is a need for further agreement among the students and teachers. It also gives teachers the opportunity to reorganize their teaching strategies and reshape the classroom activities in accordance with the students' preferences.