Understanding Effective EFL teaching in English as a Foreign Language (EFL) Classrooms: Perceptions of Teachers and Students in a Saudi Arabian Higher Education Context

Abstract

Due to the low level of linguistic competence and the poor outcomes of most Saudi students at all levels of schooling in general and higher education in particular, this research focused on perceptions of effective English as a Foreign Language (EFL) teaching in Saudi Higher Education classrooms and how it is understood by English teachers and their students. Perceptions focused on EFL teacher professional behaviours and pedagogical skills that may influence students' English language learning. This research was conducted using a qualitative case study methodology drawing on a number of different methods such as semi-structured interviews, group learning conversations and class observations. The sample included six university language teachers, 3 bilinguals and 3 monolinguals, at a language institution located in a leading Saudi university. A survey was also administered to 119 preparatory year EFL students in six English classes. The aim of this research was to identify teacher and student perceptions of the characteristics of effective EFL teaching and the influence of these characteristics on language learning, and to analyse the similarities and differences between teacher and student perceptions. The finding from the data revealed that teachers and students alike associated effective EFL teaching with a number of characteristics. These were: 1) Building strong teacher-student relationships. 2) Having awareness of students' learning problems. 3) Providing constructive and purposeful feedback. 4) Encouraging class engagement and student interaction. 5) Motivating and stimulating students. 6) Encouraging student autonomy. 7) Designing interesting and challenging class activities. 8) Showing interest in student learning. 9) Being committed to teaching.

Participants suggested that these pedagogical skills and professional behaviours could have a considerable effect on language learning. How this influence operates and why it is of value is explored in detail in the light of participants' feedback. The findings indicate that encouraging class interaction between teacher and students and amongst peers, adapting to students' cultural context, reducing class anxiety, providing helpful feedback, considering students' L1, designing interesting activities such as role-plays and challenging activities as well as establishing good teacher-student relationships will create a better learning environment specifically in English language classrooms and are vital to effective EFL teaching. The findings provided a basis for the development of a model of effective language teaching that is practical and applicable in the Saudi Higher Education context, but may be relevant in other, similar EFL contexts. Further, if proven to be effective, English teachers could consider this model as a guide or an assessment tool to modify and enhance their teaching practice. This investigation has made a significant contribution to the field of EFL teaching by providing a full and detailed picture of effective EFL teaching in the Saudi context which will help stakeholders such as course designers, professional program developers, policy makers and, importantly, teachers and students, to understand the role and importance of different aspects of the teaching and learning process. The findings will also help these stakeholders to mitigate challenges faced by teachers and students in the classroom by formulating and implementing effective instructional strategies that were perceived to improve student levels of language learning. The study therefore successfully addresses a gap in the literature and provides evidence-based findings and recommendations that will contribute to the improvement of EFL provision in Higher Education in Saudi Arabia.