Exploring teachers’ and students’ efficacy in the teaching and learning of English as a Foreign Language (EFL) in Saudi Arabia

Abstract

This qualitative case study explored teaching and learning practices of English-as-a Foreign Language (EFL) in the school context in Kingdom of Saudi Arabia (KSA). The study is underpinned by Bandura’s (1977, 1986) triadic reciprocal causation model, derived from his Social Cognitive Theory. In particular, the research focused on the teacher-efficacy of Saudi EFL teachers and the self-efficacy of students learning the English language. The approach of the research explores self-efficacy through a qualitative method. Data were collected through individual semi-structured interviews with secondary school teachers and through focus group discussions with their students, through classroom observations, and through examination of teaching materials to comprehend the teaching and learning environment of EFL in Saudi schools.