Abstract
<p>This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu, which turns the Saudi EFL learners lackadaisical towards English. The belief that prosperity and prestige are blessed by divine force rather than proficiency in English has influenced Saudi parents and Saudi EFL learners since time in memorial. In addition, a laissez-faire attitude to English language teaching in Saudi schools, lack of motivation for English, inadequacy of competitive and learning environment both at home and schools, and the appointment of some unskilled school-teachers were investigated as some of the major barriers to learning English in the Kingdom of Saudi Arabia. A piecemeal reform taken over a period was found ineffective. Therefore, implementation of culturally relevant English curricula, learner-centered instruction, appointment of skilled English teachers and establishment of boarding schools were recommended to address the aforementioned challenges. The findings of the present research is no doubt specific to Saudi EFL context but the traditional and socio –cultural barriers and the exclusion of local culture in EFL textbooks may have exactly the same impact in many non-native English speaking countries.</p>
Highlights
1.1 Statement of the ProblemTraditional and socio-cultural contexts have a huge impact on learners' attitude for learning English worldwide
In the light of quantitative and qualitative surveys conducted in the present research, some possible remedial measures were explored with a view to improving Saudi learners’ motivation for learning of English as a foreign language
The quantitative and qualitative surveys conducted in the present research confirm that traditional and socio-cultural values set priorities and shape the attitude of the society as a whole either in favor or against education in general and learning of English in particular
Summary
Traditional and socio-cultural contexts have a huge impact on learners' attitude for learning English worldwide. If socio-cultural environment is competitive and conducive, it shapes positive attitude and nurtures intrinsic motivation for learning English. Learners’ positive attitude and their inherent motivation for learning English are conditioned to social environment. This phenomenon is applicable worldwide and Saudi Arabia is no exception to this. Unlike Saudi schools, Saudi universities have enough qualified & skilled English teachers, advanced curricula and technology- assisted instructional methodologies, but the language level the Saudi school graduates attained back in school, is beneath the level of Saudi universities Their pace of learning English at tertiary level is abysmally disappointing. Saudi universities are accredited to overseas universities to conform to the global educational benchmark, but the Saudi learners’ proficiency in English is still an Achilles heel
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