Language Teacher Cognition of Academic Literacies: Narrative Case Studies of Female EFL Teachers in Saudi Universities

Abstract

The educational system in the Kingdom of Saudi Arabia (KSA) has undergone significant transformations since 2016, driven by the Human Capability Development Program of Saudi Vision 2030 (SV2030). The primary aim of this program is to enhance the country’s global competitiveness through education. In this context, English education becomes pivotal, and specifically English as a foreign language (EFL) in higher education. In KSA, students enrolling at university must complete the preparatory year program where they learn EFL alongside academic literacies (AcLits) including critical thinking, database searching, synthesising, academic conventions, formal and informal registers, and proficiency in various genres of communication. This means that EFL teachers are expected to possess both subject matter expertise and AcLits skills to teach these to their students. By guiding students through language mediation and facilitating their acquisition of AcLits, EFL teachers contribute to helping students navigate the challenges of their disciplines and to academic and professional success. Hence the question: How can Saudi’s MOE ensure that EFL teachers are adequately prepared for the task? The study employs cultural-historical activity theory to examine language teacher cognition, aiming to uncover their knowledge, beliefs, and teaching practices regarding AcLits. The research uses contradiction as a historically accumulated structural system to highlight the tensions, absence, or conflicts in the AcLits phenomenon. Narrative case studies involving six female EFL teachers at two Saudi universities were conducted. Qualitative data collection methods, such as reflective accounts, semi-structured interviews, classroom observations, and relevant AcLits documents were used to examine the connection between teachers’ cognition and its impact on teaching practices. The findings from this study indicate that participating EFL teachers demonstrated a vague understanding of AcLits, primarily equating them with basic study skills. Consequently, EFL teachers face challenges in effectively and consistently integrating these literacies into their instructional practices. The lack of sufficient pre-service training, education, and professional development are factors. Teachers’ primary focus was on facilitating students’ academic success without negatively impacting their iv grade point average, resulting in an emphasis on exam-oriented skills. When attempting to incorporate AcLits aspects into the classroom, the instruction often lacked a systematic and sustained scaffolded approach. Moreover, teacher-led discussions relied mainly on lecturing, limiting interaction in a highly structured classroom setting. The study identified significant gaps in students’ prior English preparation, particularly in secondary schools. Furthermore, the constrained time available for language instruction during the preparatory year program and the challenges in implementing the latest advancements in language teaching methodology, specifically the communicative approach, led teachers to prioritise developing only students’ English language proficiency. By nurturing teachers’ AcLits skills, KSA can bolster its education system and incorporate the SV2030 goals. The significance of teachers dedicated to fostering AcLits in KSA cannot be understated, emphasising the urgent need for high-quality, sustainable professional development programs. Policymakers and language teacher-training providers share a responsibility to ensure the successful implementation of AcLits. Whether through pre-service training or ongoing career development, comprehensive programs are required to equip teachers with a profound understanding of AcLits principles and effective integration strategies, thereby cultivating a generation of internationally competitive students.