Exploring Saudi University EFL Teachers' Cognition and Practices of Learner Engagement: Dialogic Reflection

Abstract

In recent years, the educational landscape in Saudi Arabia has experienced significant developments, particularly in the realm of the English as a Foreign Language (EFL) industry. Replacing traditional, teacher-centred teaching methods with more communicative and learner-centred ones is one way that has been recognised as a way to achieve certain development goals. Within these alternative approaches, learner engagement is required to achieve effective learning (Fredricks et al., 2019). However, despite the widespread recognition that teachers are essential to any developmental reforms (Datnow, 2020), little is known about their learner-engagement-related cognitions and practices in the EFL sector of Saudi education. As a contribution to filling this gap in existing knowledge, this study explores the cognitions of five Saudi university EFL teachers who participated in dialogic reflection sessions (DRs) to discuss their practices as related to learner engagement. The necessity of this study is to contribute to determining teachers' cognition of learner engagement in learning and learning opportunities and the potential of DRs as a valuable tool to facilitate their professional development (PD) concerning learner-engagement-related practices. The study employed qualitative methods (analysis of DRs) to delve into teachers’ cognitions and practices concerning learner engagement, while semi-structured interviews were used to explore how DR as a reflective tool can foster PD. The findings revealed that teachers place significant value on learner engagement to promote students' learning and create learning opportunities by acting as ‘facilitators’ and ‘organisers’. However, contextual factors—such as low-proficiency students and exam-oriented assessment —often hinder the transfer of their beliefs into classroom practice. Despite these challenges, the study highlights the potential of DR as a powerful tool for PD, as teachers are able to critically examine their practices, identify obstacles, and develop strategies to enhance learner engagement. The study concludes that DR supports teachers in addressing the challenges they face and contributes to their ongoing professional growth. Several implications for advancing educational reforms in Saudi higher education are discussed.