Intercultural Enhancement through English as a Lingua Franca in Saudi Arabia

Abstract

This dissertation examines intercultural enhancements through using English as a Lingua Franca (ELF) in the context of English language instruction in Saudi Arabia. The purpose of the study is to investigate the value, advantages, alternative teaching methods, contributing elements, difficulties, assessment and evaluation associated with encouraging intercultural competence among Saudi students. To achieve this, the study conducts interviews with experienced language teachers to acquire insights into their attitudes and methods and reviews the literature that presents a theoretical framework. According to the review of the research, intercultural enhancements by means of ELF are essential in preparing Saudi learners to interact in an increasingly globalised environment. Students may gain greater awareness of and respect for different cultures by increasing intercultural competence, which, in turn, will improve their cross-cultural communication and cooperation skills. Alternative teaching methodologies, such as intercultural portfolios, reflective journals and long-term projects, which allow students to actively construct their understanding of different cultures are also discussed in the review. The findings from the interviews with language teachers provide valuable insights into the difficulty associated with adopting intercultural upgrades in Saudi classrooms. The need to reevaluate teacher preparation programmes to equip educators with intercultural competence and pedagogical abilities, guaranteeing the availability of diverse and authentic intercultural resources, besides revisiting the role of the native speaker model are all factors impacting the process. However, the research also reveals barriers to effective implementation. Significant barriers include a lack of access to various intercultural materials, the reluctance of students to participate in intercultural activities, and a lack of teacher training and support in intercultural education. To overcome these obstacles, the study recommends using suitable assessment and evaluation methods. Beyond typical quantitative measures, the study offers qualitative tools such as intercultural portfolios, reflective journals and peer feedback circles to improve students' critical thinking and self-awareness. Despite the useful insights gathered from the literature research and interviews, it is important to note that the findings reported in this study are not complete, and there are still areas that need to be investigated further. To begin with, the study largely focused on the opinions and practices of Saudi language teachers. While their viewpoints are significant, additional perspectives from students and other stakeholders, including administrators and policymakers, could provide a more complete knowledge of the intercultural benefits provided by ELF in the context of Saudi Arabia. The research therefore predominantly concentrated on classroom procedures and instructional techniques to improve intercultural competence using ELF. The results and long-term effects of these practices on students' intercultural competence, language proficiency, along with general academic and social development might be investigated in greater detail in future studies. Additionally, the study primarily focused on the difficulties instructors experience while implementing intercultural developments into practice. Developing extensive intercultural training programmes for teachers or enacting regulations that encourage the inclusion of intercultural competence in language curricula are a few examples of potential answers and successful strategies that might be explored in further research. Ultimately, intercultural upgrades via ELF in Saudi Arabia are essential in educating students for an interconnected global society. Educators can establish a vibrant and culturally enriched language learning environment by embracing various teaching methodologies, overcoming obstacles and using effective evaluation methods. The study adds to the expanding body of evidence on intercultural education and underlines the importance of cultivating intercultural competence in Saudi English language classes.