Abstract

The education system in the Kingdom of Saudi Arabia is given a great deal of attention by the government as it is keen to provide an educational system that caters to teacher and student needs. Because English has the potential to provide access to resources that may facilitate advancement in science and technology, it is difficult to deny or underestimate the importance of the English language in Saudi Arabia. Despite the history of EFL teaching and resources allocated to the teaching of English in Arabia, the quality of Saudi students' English language skills has raised many concerns. Saudi students currently study English as a foreign language for 12 years and yet reach high school with limited English proficiency, unable to write a passage or carry a simple conversation in English. Shedding light on the perceptions of English as a Foreign Language (EFL) teachers in the context of English education in primary and secondary schools has become crucial. Three Saudi EFL teachers' perspectives of English language instruction in Saudi Arabian primary and secondary schools were examined using a case study methodology. Using Zoom semi-structured interviews, respondents provided a comprehensive image of English classrooms and curriculum in Saudi Arabian schools, as well as the challenges associated with the classes.

Notes

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Graduation Date

2023

Semester

Spring

Advisor

Mihai, Florin

Degree

Master of Arts (M.A.)

College

College of Arts and Humanities

Department

Modern Languages

Degree Program

Teaching English to Speakers of Other Languages

Format

application/pdf

Identifier

CFE0009468; DP0027464

URL

https://purls.library.ucf.edu/go/DP0027464

Language

English

Release Date

May 2023

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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