Arab World English Journal (AWEJ) Volume 13. Number 4 December 2022                               Pp.265-280

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   Transition of English Language Teaching in Saudi Arabia: A Critical Evaluative Study 

Ahmed Khawaji
King Abdulaziz university, Jeddah-Saudi Arabia


Received:07/28/2022         Accepted:11/21/2022                 Published:12/15/2022


As the paper revolves around English language spread and teaching in the Kingdom of Saudi Arabia (KSA), it becomes necessary to mention that there are influential socio-political reasons to consider, along with the internal economic factors. Therefore, such factors are crucial for researchers and pedagogues to study and deal with such issues mot only in KSA but across the globe. This paper tends to explore global socio-political factors that exerted an effect on KSA political forces that shaped the transformation process within the English language teaching programs. This paper adopts a critical approach to evaluate the extent literature on ELT status, current practices, programs, and future prospectsin KSA and call for a new evaluative approach that is more critical. Keeping the focus of the study in view, main research questions formulated were related to the status of ELT in KSA, the role of vision-2030 in changing the status of ELT, Saudi English workforce readiness to take up the future challenges of ELT, need of native teachers to teach English in KSA, etc. Main findings were: the status of English has changed in recent year, and it is going to change very fast in coming years to maintain pace with the Saudi vision 2030. In addition, it was found that the need of recruiting native teacher is not imperative anymore as the younger Saudi graduates are going to take up the teaching responsibilities quite independently.
Keywords: English language spread, Transition, ELT reform, socio-political reasons, native teachers, English workforce

Cite as:  Khawaji, A. (2022). Transition of English Language Teaching in Saudi Arabia: A Critical Evaluative Study Arab World English Journal, 13 (4) 265-280.


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Received: 07/28/2022
Accepted: 11/21/2022   
Published: 12/15/2022 

Ahmed Khawaji, a Ph.D. in Language, Literacy, and Sociocultural Studies from the University of New Mexico, is an assistant professor at King Abdulaziz University Jeddah-Saudi Arabia. Interested in sociolinguistics studies, technology assisted language learning, learner autonomy, and refinement of education via formative evaluation approaches. ORCID ID is: