The Influence of Cultural Values on ESL Teachers' Perceptions of Teacher-Centred Instruction Effectiveness in Saudi Arabia

Abstract

This study investigates the influence of cultural values on ESL teachers’ perceptions of teacher-centred instruction in Saudi Arabia, with a focus on its perceived effectiveness and impact on student performance. Rooted in a hierarchical and collectivist society, Saudi classrooms often favour teacher-centred methods, reflecting deep cultural respect for authority and structured learning. The research addresses three key questions: How do specific cultural values shape ESL teachers' views on teacher-centred instruction? What are the perceived strengths and weaknesses of this approach? Is there a correlation between teachers' perceptions of effectiveness and student academic performance? A quantitative survey was conducted with 52 ESL teachers and a qualitative interview was conducted with 6 ESL teachers. Descriptive statistics and Pearson correlation were used to analyse quantitative data while thematic analysis was used in the analysis of interview transcripts. The findings reveal a complex dynamic: although the cultural values promote the teacher-centred approach, it is considered as inadequate in engaging the students and enhancing their critical thinking skills. Cultural values were found to have a very low positive correlation with perceived effectiveness while professional development had a high positive correlation with student performance. Teachers agreed that professional development is useful in incorporating new approaches into traditional practises, and they noted that ongoing training is crucial in closing the gap between culture-based practises and current educational requirements. These findings have important implications for ESL education in Saudi Arabia, suggesting that there is a need for more student-centred and less rigid instructional approaches while at the same time being culturally sensitive. The government should focus on professional development to improve the quality of teachers and the learners.