From EFL to ESL in the Eye of Saudi Vision 2030

Abstract

Aims: Starting with the definitions of EFL and ESL, this paper aims to explore the transformation from teaching English as a foreign language to a second language in the context of Saudi Arabia to cope with the promising Saudi Vision 2030. At all levels, teaching in the Saudi context is inclined to be EFL teaching. However, English language proficiency has become an emergent need to determine the employment value in the competitive job market, nationally and internationally. Therefore, the transformation to ESL teaching is a focus nowadays for modulating the evolution of English Classroom Teaching in Saudi Arabia.
 Study Design: This study is a qualitative one that uses a semi-structured interview has been conducted at the participants' convenient time and venue. 
 Place and Duration of Study: The study has taken place at one of the languages Institute (ELI) at King Abdulaziz University, Jeddah, Saudi Arabia, during the second semester of the academic year 2021 – 2022.
 Methodology: The participants who took part in this study are six female English teachers, Saudis, and non-Saudis, holding Ph.D. and master's degrees in different fields of language teaching with teaching experience varying from 5 years to more than 10 years. 
 Results: The study sought to investigate the university English language teachers' beliefs about the transformation of teaching English from a foreign language to a second language in line with SAV 2030. Data analysis has brought a variety of issues considering the benefits of shifting from EFL teaching and learning to ESL, the obstacles related to such a transit, the challenges that may be encountered throughout the transition process, and the adaption readiness of all stakeholders, educational policymakers, teachers, and students. Looking at participants' responses to the research questions, it was found that they were in agreement with the transformation from EFL to ESL. The study's findings were categorized according to the responses to the four research questions.
 Conclusion: Since the declaration of VAS 2030, higher institutions in the kingdom have obliged their educational policies to an influential reformation that drives improvements in higher education to reach the successes intended by VAS 2030. The study results have provided substantial evidence that teaching the English language as an ESL rather than an EFL will conclusively add to Saudi English learners' skills and proficiency levels.