Arab World English Journal (August 2021) Theses ID 277 Pp. 1- 28
Evaluation of Teachers’ involvement in English curriculum design and development in the Saudi
Ashwag A. Al-kasi
Ministry of Education, Saudi Arabi
Author: Ashwag A. Al-kasi
Thesis Title: Evaluation of Teachers’ involvement in English curriculum design and development in the Saudi Public Schools
Institution: English Department, Faculty of Languages and Translation, King Khalid University, Saudi Arabia
Major: Applied Linguistics
Degree: MA in Applied Linguistics
Year of award: 2021
Supervisor: Dr. Abdul Wahed Q. Al Zumor
Keywords: curriculum design, collaborative curriculum design, teachers’ involvement in designing curriculum
Involving English teachers in designing and developing curriculum leads to producing effective curriculum, therefore, efficient learning process of English. This exploratory study evaluated the English teachers’ involvement in designing curriculum in Saudi public schools. Also, it investigates how English teachers’ absence of the process of curriculum design impacts them and their learners. Then the study suggests the collaborative curriculum design method as an alternative. The sample consists of seven teachers and two supervisors. The data were collected and analyzed through qualitative research methods. The findings show that English teachers’ participation is restricted to evaluating the curriculum after implementing it. This narrow role limits the creativity and productivity of English teachers and their students.
Cite as: Al-kasi, A. A. (2021). Evaluation of Teachers’ involvement in English curriculum design and development in the Saudi Public School. English Department, Faculty of Languages and Translation, King Khalid University, Saudi Arabia (M.A.Thesis). Retrieved from
Arab World English Journal (ID Number: 277) August 2021: 1-28.
 Abudu, M. A., & Mensah, A. M. (2016). Basic school teachers’ perceptions about curriculum design in Ghana. Journal of Education and Practice, 7(19), 21-29.
 Albedaiwi, S. (2014). EFL materials in public school classrooms in Saudi Arabia [PhD thesis, Glasgow University]. University of Glasgow. http://theses.gla.ac.uk/5502/
Alghamdi, S. (2019). Curriculum innovation in selected Saudi Arabia public secondary schools: The multi-stakeholder experience of the Tatweer project [Doctoral dissertation, University of Sheffield]. University of Sheffield. https://etheses.whiterose.ac.uk/23683/1/AutoRecovery%20save%20of%20Revised%20thesis%5B24312%5D.asd.pdf
 Alrabai, F. (2016). Factors underlying low achievement of Saudi EFL learners. International Journal of English Linguistics, 6(3), 21-37.
 Alnefaie, S. K. (2016). Teachers’ role in the development of EFL curriculum in Saudi Arabia: The marginalized status. Cogent Education, 3(1), 1240008. https://doi.org/10.1080/2331186X.2016.1240008
 Alsubaie, M. A. (2016). Curriculum development: Teacher involvement in curriculum development. Journal of Education and Practice, 7(9), 106-107.
 Al-Seghayer, K. (2005). Teaching English in the Kingdom of Saudi Arabia: Slowly but steadily changing. Teaching English to the World: History, Curriculum, and Practice, 125-134.
 Binobaid, R. (2016). An evaluation of the second intermediate Saudi English language textbook from the teachers’ point of view. Advances in Language and Literary Studies, 7(2).
 Curriculum Agency. (2017, September 24). يلاحظ المعلم تفاعل الطلاب مع المنهج، ويتأكد ما إذا كان يناسب جميع الطلاب باختلاف ميولهم وقدراتهم [Teacher observes the learners interaction with the curriculum, and examines its appropriateness]. https://twitter.com/cumoepro/status/912015139662127104. DonYei, Z. (2007). Research methods in applied linguistics. Oxford university press.
 Gherzouli, I. (2019). Towards a democratic Algerian curriculum development through secondary school EFL teachers’ involvement. International Journal of Curriculum and Instruction, 11(1), 1-22.
 Richards, J., & Schmidt, R. (2002). Longman dictionary of language teaching and applied statistics. 4th edn. Routledge.
Valmori, L., & De Costa, P. I. (2016). How do foreign language teachers maintain their proficiency? A grounded theory investigation. System, 57, 98–108.
 Macalister, J., & Nation, I. (2010). Language curriculum design. Routledge.
 Mahboob, A., & Elyas, T. (2014). English in the Kingdom of Saudi Arabia. World Englishes, 33(1), 128-142.
 Ministry of Education, Saudi Arabia, M. of E. (2020, June 17). اعتمدت #وزارة_التعليم سلسلة MCGROW Hill [The Ministry of Education adopted the McGrow Hill series]. https://twitter.com/moe_gov_sa/status/1273192578876346368
 Ministry of Education, Saudi Arabia. (2019, October 6). ” التعليم ” تسلط الضوء على المناهج الحديثة للغة الإنجليزية [Ministry of Education sheds tha light on the current English Language curricula]. https://www.moe.gov.sa/ar/mediacenter/MOEnews/Pages/eng-5687.aspx
 Mullick, H. (2013). Voices imprisoned within classrooms: A critical approach to curriculum development and teacher voice on a preparatory year English language program in the Kingdom of Saudi Arabia. International Journal of Bilingual & Multilingual Teachers of English, 1(2), 37–48.
 Pareja Roblin, N. N., Ormel, B. J. B, McKenney, S. E., Voogt, J. M., & Pieters, J. M. (2014). Linking research and practice through teacher communities: A place where formal and practical knowledge meet? European Journal of Teacher Education, 37(2), 183-203.
 Valmori, L., & De Costa, P. I. (2016). How do foreign language teachers maintain their proficiency? A grounded theory investigation. System, 57, 98-108