Mihai, FlorinAlmogeerah, Mona2023-05-252023-05-252023-05https://hdl.handle.net/20.500.14154/68181The education system in the Kingdom of Saudi Arabia is given a great deal of attention by the government as it is keen to provide an educational system that caters to teacher and student needs. Because English has the potential to provide access to resources that may facilitate advancement in science and technology, it is difficult to deny or underestimate the importance of the English language in Saudi Arabia. Despite the history of EFL teaching and resources allocated to the teaching of English in Arabia, the quality of Saudi students' English language skills has raised many concerns. Saudi students currently study English as a foreign language for 12 years and yet reach high school with limited English proficiency, unable to write a passage or carry a simple conversation in English. Shedding light on the perceptions of English as a Foreign Language (EFL) teachers in the context of English education in primary and secondary schools has become crucial. Three Saudi EFL teachers' perspectives of English language instruction in Saudi Arabian primary and secondary schools were examined using a case study methodology. Using Zoom semi-structured interviews, respondents provided a comprehensive image of English classrooms and curriculum in Saudi Arabian schools, as well as the challenges associated with the classes83en-USEnglish as a Foreign Language (EFL)Teachers’ PerceptionsPrimary and Secondary SchoolsEFL Education ContextTeaching English in Saudi ArabiaEnglish Languages Classes in Saudi ArabiaEFL Teachers’ Experiences Teachers’ Satisfaction.English Classes and Curriculum in Saudi Arabian SchoolsChallenges Faced by the EFL Teachers in the ClassroomsThesis