The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
The Four Most Common Constraints Affecting English Teaching in Saudi Arabia
Open accessAbstract
The central issue to be addressed in this paper pertains to the current major and persistent constraints facingEnglish education in Saudi Arabia. These constraints are observed in several areas, including students’ beliefs,aspects of curriculum, pedagogy, and administrative processes. Addressing these considerations will enable thepeople involved to continue to advance in the right direction, and will also enlighten them to the fact thatidentifying, analyzing, and suggesting corrective action for the existing problems or issues would be beneficial inbringing about much-needed curriculum reform. This awareness will also pave the way for, and aid in, theacquisition of resources to ensure a better future for English as a foreign language in Saudi Arabia, kindling brighthopes for the country and enhancing the country’s ability to actively participate in the international community.
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In the citing paper
“As a result of these societal and cultural restrictions, some individuals in Saudi Arabia hold the misconception that learning English may affect the learning of Arabic, especially at younger ages, or might undermine local Saudi culture, customs, and identity”
From Factors Underlying Low Achievement of Saudi EFL Learners (2016) · cites this paper as Al-Seghayer, 2014
In the citing paper
“Ahmad (2014) and Al-Seghayer (2014) also emphasize that Saudi teachers follow traditional methods of language teaching such as the audio-lingual and grammar-translation methods.”
From Factors Underlying Low Achievement of Saudi EFL Learners (2016) · cites this paper as Al-Seghayer (2014)
In the citing paper
“Al-Seghayer (2014) emphasized that the fear that English will impact Arabic use and may erode Arabic culture, customs, and identity demotivates some Saudi students' attempts to learn English and in turn affects their academic achievement.”
From Factors Underlying Low Achievement of Saudi EFL Learners (2016) · cites this paper as Al-Seghayer (2014)
In the citing paper
“According to them, these methodological choices mean that teachers use explicit instruction and teach discrete skills, emphasizing the memorization of grammatical rules and overlooking oral fluency.”
From Factors Underlying Low Achievement of Saudi EFL Learners (2016) · cites this paper as Al-Seghayer (2014)
In the citing paper
“Previous studies conducted in the Arab World such as (Hamad, 2103; Al-Seghayer, 2014; Mahboob and Elyas, 2014; Alrabai, 2014 and Alrashidi1 and Phan 2015) revealed that most Arab students are not intrinsically motivated, and they lack the basic language skills that would enable them to express themselves easily in the classroom.”
From Teaching English Speaking Skills to the Arab Students in the Saudi School in Kuala Lumpur: Problems and Solutions (2018) · cites this paper as Al-Seghayer, 2014
In the citing paper
“Al-Seghayer (2014) pointed out that students in Saudi Arabia do not use English as the medium of instruction in schools.”
From Teaching English Speaking Skills to the Arab Students in the Saudi School in Kuala Lumpur: Problems and Solutions (2018) · cites this paper as Al-Seghayer (2014)
Citations
Cites
Challenges of teaching English in the Arab world: Why can’t EFL programs deliver as expected?
Fareh, S. (2010) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2010.03.559 · Cited by 195 · cited 3×
“Thus, as both Shehdeh (2010) and Khan (2011) contend, due to their inadequate pedagogical preparation they are not qualified for the job of teaching EFL.”
BackgroundSaudi Arabian educational history: impacts on English language teaching
Elyas, T., & Picard, M. (2010) · Education, Business and Society: Contemporary Middle Eastern Issues · doi:10.1108/17537981011047961 · Cited by 190
TEACHING ENGLISH IN SAUDI ARABIA: PROSPECTS AND CHALLENGES
Alhaisoni, E., & Arabia, S. (2013) · Cited by 184
Developing EFL Teaching and Learning Practices in Saudi Colleges: A Review.
Liton, H. A. (2012) · DergiPark (Istanbul University) · Cited by 86
The Actuality, Inefficiency, and Needs of EFL Teacher-Preparation Programs in Saudi Arabia
Al-Seghayer, K. (2013) · International Journal of Applied Linguistics & English Literature · doi:10.7575/aiac.ijalel.v.3n.1p.143 · Cited by 62
Self-citationEnglish Language Teaching in Saudi Arabia: A World System Perspective
Faruk, S. M. G. (2023) · Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages · doi:10.59168/ptks3832 · Cited by 48
An Analysis of Learning Barriers: The Saudi Arabian Context
Khan, I. A. (2011) · International Education Studies · doi:10.5539/ies.v4n1p242 · Cited by 48
Teaching English in Saudi Arabia
Alqahtani, S. M. A. (2018) · Routledge eBooks · doi:10.4324/9781315688466-6 · Cited by 41
A Comparative Study of Proficiency in Speaking and Writing among EFL Learners in Saudi Arabia
Ahmed, A., Al-Ahdal, M. H., Alfallaj, F. S. S., Al-Awaied, S. A., & Al-Hattami, A. A. (2014) · Cited by 25
Maherzi, S. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v9i24.1473 · Cited by 20
(2004) · Cited by 5
Cited by
Sorted by citations
Factors Underlying Low Achievement of Saudi EFL Learners
Alrabai, F. (2016) · International Journal of English Linguistics · doi:10.5539/ijel.v6n3p21 · Cited by 143
“As a result of these societal and cultural restrictions, some individuals in Saudi Arabia hold the misconception that learning English may affect the learning of Arabic, especially at younger ages, or might undermine local Saudi culture, customs, and identity (Al Dameg, 2011; Al-Seghayer, 2014; Elyas & Picard, 2010; M…”
BackgroundInfluentialSaeed Al-Sobhi, B. M., & Preece, A. S. (2018) · International Journal of Education and Literacy Studies · doi:10.7575/aiac.ijels.v.6n.1p.1 · Cited by 106
“Al-Seghayer (2014) pointed out that students in Saudi Arabia do not use English as the medium of instruction in schools.”
BackgroundResultTeachers’ perspectives on promoting learner autonomy for vocabulary development: A case study
Almusharraf, N. (2020) · Cogent Education · doi:10.1080/2331186x.2020.1823154 · Cited by 47
Salient Key Features of Actual English Instructional Practices in Saudi Arabia
Al-Seghayer, K. (2015) · English Language Teaching · doi:10.5539/elt.v8n6p89 · Cited by 44
Self-citationInvestigation of Factors Influencing Speaking Performance of Saudi EFL Learners
Alrasheedi, S. (2020) · Arab World English Journal · doi:10.24093/awej/vol11no4.5 · Cited by 60
Metadata
- Authors
- Al-Seghayer, K.
- Affiliations
- Imam Mohammad ibn Saud Islamic University (SA)
- Corresponding author
- Al-Seghayer, Khalid
- ORCID
- Al-Seghayer, Khalid
- Venue
- International Journal of English Linguistics
- Published
- 2014-10-01
- Volume
- 4
- Issue
- 5
- ISSN
- 1923-869X (ISSN-L)
- 1923-8703
- OpenAlex
- W2161347243
- Cited by
- 161
- References
- 11
- Citations by year
- 2026: 5 · 2025: 6 · 2024: 10 · 2023: 16 · 2022: 23 · 2021: 10 · 2020: 29 · 2019: 20 · 2018: 13 · 2017: 7 · 2016: 14 · 2015: 7 · 2014: 1
- FWCI
- 68.16
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- International Journal of English Linguistics (publishedVersion, cc-by)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Social Sciences › Education › English Language Learning and Teaching
- Keywords
- English language teaching, student beliefs, curriculum reform, pedagogy, educational management, English as a foreign language, Saudi Arabia, language education policy
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