SAUDI STUDENTS’ AND TEACHERS’ STRATEGIES AND BELIEFS IN LEARNING AND TEACHING ENGLISH IN SAUDI ARABIA

Abstract

This preliminary study investigates the Saudi public high school student deficiencies in speaking
English and seeks ways to improve the curriculum opportunities for students in English-speaking
classrooms. Saudi public schools aim to educate students to use English in real-life
communication. However, the majority of Saudi high school students graduate with low levels of
understanding and competence in communicating in English. This pilot study examines the
strategies that Saudi high school teachers and students have followed to teach and learn English
in public schools and investigates their beliefs about effective teaching and learning strategies.
The study is based on a questionnaire. Ninety female students of years seven, eight, and nine and
their six teachers were drawn from two public schools in Riyadh.
The findings of this study reflect the importance of collaborative work between stakeholders
including supervisors, teachers, parents, and students. In addition, they emphasize that besides the
teachers’ beliefs, learners’ needs and expectations should be taken into account, to increase the
likelihood of a more productive and successful learning environment. The consensus was that the
best results are achieved when interesting activities and interactive teaching strategies are used to
support the mandatory course-book.