English Language Education in Saudi Arabia: Policy, Practice, and Pedagogical Shifts

Abstract

This qualitative study explored the perceptions and concerns of Saudi English language teachers regarding the changes introduced by Vision 2030 and their readiness to adopt technology in upcoming reforms. Six English teachers from Makkah School District were interviewed to assess how Vision 2030 affects English education in Saudi Arabia. They reported a positive attitude toward embracing change and integrating innovative technology, expressing optimism about the Vision's potential to transform education, inspired by successes in other sectors. However, some teachers raised concerns about their qualifications and reliance on traditional, teacher-centered methods. They questioned the feasibility of the Vision's ambitious technology integration goals, citing insufficient technological infrastructure in some schools. Additionally, rural schools faced limited and underfunded access to modern devices necessary for effective English instruction. The six participants also highlighted concerns about incorporating foreign cultures into the curriculum, emphasizing the need to align with Saudi religious and national values, reflecting previous findings on teacher hesitance. Yet, they acknowledged that the relationship between language and culture is complex, with no inherent conflict between foreign and local cultures. Given students' exposure to diverse perspectives through social media and globalization, technology-based learning can enhance engagement and promote intercultural awareness, making it impractical to exclude compatible foreign cultural norms.