Teaching EFL in Saudi Arabian Context: Textbooks and Culture

Abstract

This article analysed the impact of foreign (L2) cultures on EFL students in Saudi universities. The investigation has been carried out on the basis of theoretical background study, an analysis of the prescribed textbooks and a survey of the L2 learners' attitudes. The research samples include two course books, Access and Interaction1 published by McGraw-Hill Education, and students of English Department, Najran University, KSA. A thorough analysis of the contents of the series showed that the textbooks largely ignore local culture (L1) and include mainly foreign cultures and cultures of other nationalities. The overall results of the survey demonstrated thatL2 learners disagree with the dominance of foreign culture in their course books. However, they simultaneously showed a very positive attitude towards foreign cultures that do not contradict with Saudi social values. This article, therefore, sought to address the cultural bias in the course books and consequent grassroots discontent among L2 learners. The findings of the study are expected to help both ELT specialists and the concerned authority in KSA to select and design textbooks which are suitable for effective pedagogy and tolerably compatible with L1 values and culture.