Factors Underlying Current Saudi EFL Teachers’ Approaches to Teaching the Four Macro and Micro Language Skills

Abstract

A close examination of the underlying pedagogical and related factors that shape and direct English as a foreign language (EFL) teachers’ instructional approaches and behaviors highlights the impossibility of teaching the core and language skills and language-related areas effectively when using the current outdated techniques. The purpose of this article is to orient the reader and succinctly identify the key factors underlying current Saudi EFL teachers’ approaches to teaching the four macro and micro language skills. It delineates the various factors that influence the current EFL teaching process in the Saudi English education system, along with briefly sketching Saudi EFL teachers’ approaches to teaching each language skill. To this end, this discussion contributes to increasing consciousness of factors that affect the actual pedagogy of EFL teachers in Saudi EFL classrooms and perhaps to encouraging Saudi EFL teachers to exert their effectiveness in Saudi EFL classrooms and strive for better performance.

Are You Listening Strategically or Randomly? Examining Listening Comprehension Strategies Among Saudi University EFL Students

“…Additionally, as recommended by Nix (2016) and Wakamoto and Rose (2021), existing listening questionnaires-such as the one used in this study-could serve as inventories during listening instruction to help students think about their own learning and what occurs in their minds when listening. Furthermore, rather than simply asking students to listen and answer follow-up questions on comprehension (i.e., testing listening), listening teachers (whether at schools or preparatory language programs at the tertiary level) should recognize the listening construct's complexities and strategies as well as the emerging global need to teach students authentic listening processes and strategies as urged by Al-Seghayer (2021).…”