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Arab World English Journal (AWEJ) Volume 17. Number 2, June 2026 Pp. 337-355
English Language Institute, Umm Al-Qura University, Makkah, Saudi Arabia
In alignment with Saudi Vision 2030, gender integration in higher education has advanced significantly, increasing the involvement of female instructors in teaching male students and in English as a Foreign Language. To many male students in Saudi Arabia, this shift introduces an unprecedented dynamic that interacts with long-standing sociocultural traditions. This study examines Saudi male undergraduate English learners’ perceptions of female instructors, focusing on pedagogical effectiveness, classroom engagement, student comfort levels, and motivation to interact in online and hybrid educational contexts. This research shows how broad policy reforms connect to what happens in classrooms. It helps evaluate how well current educational changes work and supports inclusive teaching that encourages equity. The researcher employed both quantitative and qualitative methods. They collected data using a 9-item questionnaire completed by 76 participants, and 6 of them also took part in semi-structured interviews. Results show generally positive views of female instructors’ competence and legitimacy, with moderate to high learner participation. This analysis shows that the Saudi Vision 2030 reforms are making female leadership more common in English as a Foreign Language teaching. It also points out how cultural factors affect students’ participation in class. The study links these policy changes to what happens in the classroom. This study connects broader policy changes to classroom experiences and offers thoughtful suggestions for creating more gender-inclusive higher-education environments.
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Naif Alshareef is an English language instructor at the English language institute of Umm Al-Qura University. His specialization is in curriculum and instruction, culturally responsive teaching in TESOL, and teaching and culture
ORCID ID: https://orcid.org/0009-0008-6249-8832