CoChat
Sign Up
Cited by 182EFL/ESL Teaching and LearningSecond Language Learning and TeachingMultilingual Education and Policy

Education Context and English Teaching and Learning in the Kingdom of Saudi Arabia: An Overview

Open access
Alrashidi, Oqab, Phan, Huy·2015·English Language Teaching
DOI 10.5539/elt.v8n5p33
Open this paper in CoChat — free accountOpen PDF

Abstract

This paper discusses the education context and English teaching and learning in the Kingdom of Saudi Arabia (KSA). The paper is organised into five main sections. The first section offers a brief glance at the social, religious, economic, and political context in KSA. The second section provides an overview of the education system in KSA, which includes a brief explanation of the history of education, a discussion of the role of government in modern education, and a description of the administration of education in the country. The third section presents information about English teaching and learning in public and higher education in KSA, while the fourth gives insights into the challenges and difficulties students face when learning English. The last section focuses on the importance of learning English in KSA.

Integrity signals

Registry

Crossref · 10.5539/elt.v8n5p33

Cites

38 of 38 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • The stages of schooling are the same for both genders and curricula are almost identical, with small differences to meet different gender needs.

    “For example, the stages of schooling are the same for both genders (e.g., primary, intermediate and secondary school), and curricula are almost identical, with small differences to meet different gender needs”

    From Factors Underlying Low Achievement of Saudi EFL Learners (2016) · cites this paper as Alrashidi & Phan, 2015

  • Alrashidi & Phan (2015) state that most students in Saudi EFL classes employ memorization as their sole strategy for learning; they memorize paragraphs, grammar rules or vocabulary without understanding their meanings or the way in which they are formed.

    “According to Alrashidi & Phan (2015), most students in Saudi EFL classes employ memorization as their sole strategy for learning; they memorize things such as paragraphs, grammar rules or vocabulary without understanding their meanings or the way in which they are formed.”

    From Factors Underlying Low Achievement of Saudi EFL Learners (2016) · cites this paper as Alrashidi & Phan (2015)

Cites

Flagged first, then by citations

1 of the 39 references couldn’t be matched to a known paper.

Cited by

Sorted by citations

Related

Authors
Alrashidi, O., & Phan, H.
Affiliations
University of New England (AU)
Corresponding author
Alrashidi, Oqab
ORCID
Venue
English Language Teaching
Publisher
Canadian Center of Science and Education
Published
2015-04-23
Volume
8
Issue
5
ISSN
  • 1916-4742 (ISSN-L)
  • 1916-4750
DOI
10.5539/elt.v8n5p33
OpenAlex
W2143623720
Cited by
182
References
39
Citations by year
2026: 4 · 2025: 7 · 2024: 15 · 2023: 19 · 2022: 23 · 2021: 20 · 2020: 43 · 2019: 13 · 2018: 10 · 2017: 17 · 2016: 9 · 2015: 2
FWCI
84.87
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • English Language Teaching (publishedVersion, cc-by)
  • EPubDev Repository (submittedVersion)
  • RePEc: Research Papers in Economics (submittedVersion)
  • RUNE (Research UNE) (submittedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
  • Social Sciences › Linguistics and Language › Multilingual Education and Policy
Keywords
English language learning, Saudi Arabia, education system, history of education, government role in education, educational management, higher education, public education, language learning difficulties

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review