Abstract
A close examination of the underlying pedagogical and related factors that shape and direct English as a foreign language (EFL) teachers’ instructional approaches and behaviors highlights the impossibility of teaching the core and language skills and language-related areas effectively when using the current outdated techniques. The purpose of this article is to orient the reader and succinctly identify the key factors underlying current Saudi EFL teachers’ approaches to teaching the four macro and micro language skills. It delineates the various factors that influence the current EFL teaching process in the Saudi English education system, along with briefly sketching Saudi EFL teachers’ approaches to teaching each language skill. To this end, this discussion contributes to increasing consciousness of factors that affect the actual pedagogy of EFL teachers in Saudi EFL classrooms and perhaps to encouraging Saudi EFL teachers to exert their effectiveness in Saudi EFL classrooms and strive for better performance.
Highlights
Factors that contribute to and influence instructional practices in English as a foreign language (EFL) classrooms are essential concerns in the EFL-teaching profession and require thoughtful attention
It delineates the various factors that influence the current EFL teaching process in the Saudi English education system, along with briefly sketching Saudi EFL teachers’ approaches to teaching each language skill. This discussion contributes to increasing consciousness of factors that affect the actual pedagogy of EFL teachers in Saudi EFL classrooms and perhaps to encouraging Saudi EFL teachers to exert their effectiveness in Saudi EFL classrooms and strive for better performance
Recognizing and closely examining these factors will allow practitioners to obtain a far better understanding of EFL classroom instructional practices and performance and will improve the EFL-teaching process. These factors vary by EFL context; as such, fruitful exploration will be gained by examining each EFL context closely and individually to reveal the genuine factors affecting current instructional practices in the designated EFL classrooms
Summary
Factors that contribute to and influence instructional practices in English as a foreign language (EFL) classrooms are essential concerns in the EFL-teaching profession and require thoughtful attention. The teachers’ instructional function is to deliver instruction effectively, which is influenced by a myriad of complex contextual underlying factors informing their current approaches to teaching the four major and three related language skills in Saudi EFL classrooms that are indispensable parts of the English curriculum. To this end, this work presents a close examination of the implemented modalities of EFL pedagogical practices and their distinct features, in order to identify the key factors underlying current Saudi EFL teachers’ approaches to teaching the four macro and micro language skills. This article will hopefully inform prospective Saudi EFL teachers about and encourage them to consider several key counterproductive pedagogy-related factors (i.e., primarily those related to the exacerbated and long-existing application of the current outmoded language teaching approaches, namely the grammar-translation and audio-lingual methods) that influence the prevalence of current instructional practices in the Saudi EFL context and develop skills for adaptability
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