Abstract
The present study attempted to explore the role of authentic materials (henceforth AM) in the interaction of the Saudi EFL university classrooms with an emphasis placed on gender-based analysis of EFL university teachers' classroom practices. Moreover, it introduces the concepts of what define AM, and presents various perceptions of researchers, teachers on their usefulness. To examine this phenomenon, Saudi EFL teachers’ perceptions about the use of authentic materials were investigated to improve English language skills at Saudi EFL university classrooms. After employing a structured questionnaire, the results indicated that Saudi EFL university teachers authenticated the significance of AM for improving language skills of Saudi EFL university students. Also, the results reflected that Saudi EFL teachers showed their preferences for the use of balanced AM and English for Academic Purposes (EAP) textbooks. The findings elicited the meaningful implications for the use of AM especially for the Saudi EFL university students.
Highlights
English is taught as a foreign language in Saudi schools
After employing a structured questionnaire, the results indicated that Saudi EFL university teachers authenticated the significance of AM for improving language skills of Saudi EFL university students
Saudi universities implemented Preparatory Year Program to bridge the gap between the level of the secondary schools and the undergraduate university programs. Focusing on this dismal situation, Al-Seghayer (2011, p. 122) claims that “Arab learners find it difficult to communicate freely in the target language”. This may be due to the methods of language teaching and the learning environment which may be unsuitable for learning a foreign language (FL) in the situation of Saudi Arabia (Gulzar, Gulnaz, & Ijaz, 2014)
Summary
English is taught as a foreign language in Saudi schools. Despite the fact that students study it as a subject over several years, English may not have many applications beyond school settings. Saudi students enroll in tertiary education after studying English language for eight years, their standard of English proficiency remains very low (Gulzar & Al Asmari, 2013a). To tackle this situation, Saudi universities implemented Preparatory Year Program (hereinafter PYP) to bridge the gap between the level of the secondary schools and the undergraduate university programs. 122) claims that “Arab learners find it difficult to communicate freely in the target language” This may be due to the methods of language teaching and the learning environment which may be unsuitable for learning a foreign language (FL) in the situation of Saudi Arabia (Gulzar, Gulnaz, & Ijaz, 2014)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Applied Linguistics and English Literature
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
