This paper examines the history, politics and discourses around the (teaching of) English language in the Kingdom of Saudi Arabia (KSA). In addition to discussing the issues and debates around English language, this paper also looks at whether and how English has been localised to suit the local needs and practices. Based on an analysis of English language textbooks used in KSA, the paper shows that Saudi English mostly follows and ascribes to the grammatical norms of standard Englishes. The paper does identify some deviations in the grammar of English in these textbooks; however, these are within the range of features of varieties of Englishes found in other Inner, Outer and Expanding circle varieties of Englishes. The paper then identifies a number of discursive and multimodal features of Saudi English that are much more locally oriented and reflect local cultural norms and practices. The findings of this paper suggest that English in Saudi Arabia is in the process of being nativised and that this Saudi English reflects recognisably local cultural, religious and social values and beliefs.

The present study sought to examine the improvement in vocabulary comprehension and retention of Saudi English as foreign language female students at King Abdul Aziz University as a result of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of YouTube on the development of vocabulary. One hundred female intermediate level students aged between 18-20 years old participated in the study. Students were divided into two groups: an experimental group who watched YouTube during the reading activities and a control group who was not exposed to the videos. Data were collected using pre-tests and post-tests in addition to questionnaires. The findings of the study reveal that the group who viewed the YouTube clips outperformed the group who was not exposed to YouTube videos in the posttest. The results clearly show that YouTube provided statistically significant effects on the students' vocabulary acquisition. The findings of the study indicate that the participants positively viewed the use of YouTube in their lessons. The findings also revealed significant improvement in the students' vocabulary achievement. The implications of the findings are discussed within the context of foreign language learning and teaching.

Purpose -The purpose of this paper is to critically examine the history of education in the Kingdom of Saudi Arabia and its impact on modern teaching practices. It explores the relationship between traditional practices, teacher identity and English language teaching within an increasingly complex context. Design/methodology/approach -The authors undertake a critical review of education in Saudi Arabia utilising critical reflexivity and their local social knowledge as a means of interrogating practice, research of the field, and related texts. Findings -The paper indicates a direct link between historical teaching practices in early Saudi Arabia and the current teaching of English. It suggests the concept of "hybridity" as one way for local English teachers to construct identities that meet the contextual challenges. Practical implications -This paper has implications both locally and internationally. It provides insight into teaching practices preferred by teachers and students in an Arabian context. This in turn has the potential to inform policy and curriculum development by local educators and foreign contractors in Saudi Arabia that take teacher and student identity into consideration. It also facilitates a more nuanced understanding of their Saudi Arabian students by Western educators and administrators. Originality/value -Although work has been done on teacher identity in Saudi Arabia and limited studies have examined the impact of English as a global language, this is the first study to examine the interplay between historical praxis, teacher identity and the conflicting pressures of teaching English in this context.

As a result of the COVID-19 pandemic, most learning around the world has been transferred online. Learners who previously engaged in traditional learning now face a new challenge, a distinctive rise in e-learning. This drastic change could impact their learning behavior and acceptance of the change. As a result, their learning engagement could be affected massively. The present study therefore explores learners’ level of engagement in online courses using a designated school platform within the context of Saudi Arabia. A reliable measure was implemented in the study based on the Student Course Engagement Questionnaire (SCEQ). A survey was consequently conducted in a high school in Saudi Arabia, with a sample of 379 female English as a foreign language (EFL) learners studying a general English language course. The results revealed a high level of engagement among EFL Saudi learners. This helped to generate recommendations to improve EFL practices, primarily through the use of an online environment either at the national level in the Saudi context or the international level.

Purpose – The purpose of this paper is to develop an extended model of technology acceptance to include behavioural beliefs (perceived usefulness and perceived ease of use), subjective norms, management support (at institutional and governmental levels) to examine the academics’ internet acceptance behaviour within the Pakistan and Turkish context. In addition to this, impact of cultural dimension individualism-collectivism (IC) is also examined on the basis of moderator construct. Design/methodology/approach – Data were collected from 380 academics’ using a cross-sectional survey. Data were analysed using structural equation modelling (partial least squares) in conjunction with multiple group analysis. Findings – The results revealed that proposed model achieved acceptable fit with the data (i.e. R2=39 per cent in intention) and most of the hypothesised relationships were supported. The results also revealed that culture showed a moderating effect on hypothetical relationships. Specifically, the effects of management support were stronger for the respondents having high on collectivist society (i.e. Pakistan). Originality/value – The study is useful in non-western cultural contexts. Specifically, in contrast to previous studies, diversity of individuals’ acceptance behaviour is examined in Turkey and Pakistan. Additionally, this study had examined moderating impact of cultural dimension (i.e. IC) over academic’s behavioural intention to accept the internet technology.

<p>Social media technologies have undeniably become an integral part of people’s lives and they have been widely used amonsgest the new genrations, particularly, university students. This widespread of social media technologies has certainly made a huge impact on the way people learn and interact with each other resulting in the emergence of communities of learning that are supported by collective intelligence. This study is based on quantitative methods using a survey instrument to gather descriptive data regarding the perceptions of seventy-five (<em>n=75) </em>randomly chosen male and female English as a Foreign Language (EFL) teachers at two Saudi tertiary institutions. The study utilized a 14 Likert scale statements where each statement had five Likert-type items for the participants to choose from. Analysis of the gathered data indicated that the majority of the participants believe strongly in the pedagoocal values and benefits of using social media as an ELT tool in the EFL classes in the Saudi context. Nevertheless, the majority expressed reservations with regards to the extent to which social media can be freely allowed to be used in the EFL classroom where they perceive it as having a double edged sword effect and that is mainly due to some undesired distractions that some students may resort to which may occasionaly result in the opposite of the intended effect of their usage. The study recommends more research studies in this area so as to closely understand how experienced EFL teachers utilize social media in their classes in order to develop best practices for implementing social media in teaching and learning in EFL in the Saudi contexts</p>

In Saudi Arabia and other Middle Eastern contexts, English has played an increasingly important role in such different areas as business, politics, popular culture, tourism, economics, education, and religion. Mahboob and Elyas (2014) argue that the social status of English is ideologically replete with economic, social, political, and religious overtones intertwined within the fabric of Saudi society. This has encouraged Mahboob and Elyas (2014) to propose an emerging Expanding Circle variety called ‘Saudi English’. The present study sheds some light on four main issues: (1) English post 9/11 in Saudi Arabia; (2) English in the light of Saudi Vision 2030; (3) the impact of religion, culture, and language on Saudi English; and (4) translanguaging features of Saudi English in contemporary Saudi Arabia. It also examines our findings against the Saudi English's literature in an effort to link this phenomenon of English as a lingua franca and find Englishes that are exclusively related to the Saudi context.

Purpose -The purpose of this paper is to critically examine the impact of 9/11 on education in the Kingdom of Saudi Arabia. The authors take a historical approach in order to speak more broadly about higher education policy in Saudi Arabia and show how the post 9/11 context of education in Saudi Arabia has led to a new paradigm in educational policy, which has moved away from what McCarthy et al. call "safe harbors" in schooling and education. Design/methodology/approach -The authors first define neoliberalism and then describe its manifestations and impact on the Saudi Arabian educational context, particularly post-9/11. The authors also describe the arguments against adopting a neoliberal approach and suggest a new neoliberalism that addresses the needs of a glocalized Saudi higher educational community. Findings -A neoliberalism paradigm has been adopted by education policy writers and university academics. In addition, the university learners have enthusiastically embraced neoliberalism and globalization. However, the authors argue that the local conditions make a complete transformation to neoliberalism inappropriate and that, instead, a glocalized form of neoliberalism is required to meet national and individual needs and to ensure the buy-in of local teachers/lecturers. Practical implications -This paper has implications both locally and internationally. It provides insight into the changes that occurred in the educational policy of Saudi Arabia post 9/11. This in turn explains how Saudi Arabia's sudden shift in education gears towards the local market needs. Hence, this "glocalized" neoliberalism could hopefully address the needs of local learners and teachers to operate in a globally competitive environment, as well as address the fears of local critics. Originality/value -This is the first paper in the context of Saudi Arabia that deals with a "Neoliberalism approach" in unpacking the educational policy paradigm shift post 9/11.