What are the problems which teachers face in teaching English as Foreign Language (EFL) in Saudi Arabia?

Abstract

The aim of this research was to analyse the perspectives of primary school teachers in relation to problems which they faced in teaching English as Foreign Language (EFL). EFL within the context of Middle Eastern countries including Saudi Arabia faces various challenges. The rationale of conducting this research was both due to personal and professional reasons. Personal reasons were that author after finishing her graduation wanted to open an International school in Saudi Arabia and wanted to explore possible problems regarding EFL which could have been experienced in opening the school. Whereas, professional rationale was to improve the effectiveness of EFL teaching methods by identifying the problems in the selected primary school where researcher was in full-time employment. The qualitative research methodology was used in this research using ten interviews and two focus group discussions with senior and junior teachers. Thematic analysis was used to present the findings of this research. Five key themes generated from the findings of this research. Theme one stated that there were training issues which affected EFL teaching and a dedicated training program by identifying training needs of teachers was suggested as a possible solution to address the training issues which teachers faced in teaching EFL. Second key theme which generated from this research was that there were curriculum related issues which affected EFL teaching. It was recommended that teachers’ feedback in design and implementation of curriculum could have been effective in improving the current state of EFL teaching. Third theme was identified as motivational issues of teachers and students affecting EFL teaching. Teachers’ motivational issues were related to limited autonomy in using the teaching methods of their choice and students’ motivational issues as per teachers’ views were failure of exams, tedious evaluation methods, concentration on Arabic language versus English language in classroom which affected EFL teaching. Fourth theme was identified as technological and cultural issues affecting EFL teaching. While, fifth theme was identified as evaluation methods such as reliance on written exams and not including classroom and homework activities as a part of formal assessment process which as per teachers’ perspectives affected EFL teaching. Thus, current state of EFL in the selected school could be improved if these problems related to EFL could be addressed by the school management in order to improve educational outcomes of EFL.