Jenna MittelmeierNORAH AWADH ABDULLAH ALBASSAMI2022-05-262022-05-26https://drepo.sdl.edu.sa/handle/20.500.14154/34722Abstract: English education in Saudi Arabia is passing through a period of modification, to meet the demands of the 21th century. The last modification was in 2016 when English education was reformed to improve Saudi citizens level of English, one of the targets of the new Saudi Visions 2030 strategy. However, past studies reported that despite the Saudi government’s efforts to improve English education, students’ levels of English were still low and unsatisfying. Although, many studies have investigated the reasons behind the low success levels of Saudi students, there have been few investigations since the last reformation of English education in Saudi Arabia in 2016. The ensuing four years since the reformation is considered a new period of English education, one that is not well documented. In this study, the gap has been addressed by considering Saudi female English teachers’ perspectives on the current state of English education in the kingdom. This was accomplished by thematically analysing the responses of six female English teachers in qualitative open-ended interviews. These focused on female English teachers’ perceptions of the new reformations and what factors they perceived to still impact Saudi students learning of English. The findings suggested that, there are two positive implications of the new reformation of English education: first, applying active teaching methods in English classes. Second, using technology as a material aid in the teaching of English. In addition, there are some factors still hinder learning for Saudi students, including: the role of school region on getting educational support for English, the large class size, the low quality of English curriculum textbooks, the crowded context of the English curriculum, the low quality of professional development programmes for English teachers, and finally, the lack motivation students have for the subject.en