European Journal of Scientific Research

ISSN 1450-216X Vol.85 No.1 (2012), pp.55-70

EuroJournals Publishing, Inc. 2012
http://www.europeanjournalofscientificresearch.com

Saudi English-Major Undergraduates and English Teachers'
Perceptions Regarding Effective ELT in the KSA:
A Comparative Study


Chaudhry Zahid Javid
Assist. Professor, Department of Foreign Languages, Taif University, Taif, KSA
E-mail: chzahidj@hotmail.com
Tel: +966-502312949; Fax: +966-7284299

Muhammad Umar Farooq
Assist. Professor, English Language Center, Taif University, Taif, KSA
E-mail: Umar.fui@gmail.com
Tel: +966-582912894; Fax: +966-7284299

Malik Ajmal Gulzar
Assist. Professor, English Language Center, Taif University, Taif, KSA
E-mail: agmsfa@gmail.com
Tel: +966-582927088; Fax: +966-7284299


Abstract

This study investigated Saudi English-major undergraduates and English teachers of
Taif University to determine the factors that hinder effective ELT in Saudi universities and
sought their suggestions to improve the situation. The data were collected from 134
participants: 103 English-major undergraduates and 31 English teachers from foreign
languages department, Taif university who responded to a 5-point agree/disagree structured
questionnaire. The study also intended to identify whether any significant differences
existed between both the populations in this regard. Thirty-four items were grouped into
two categories: 19 were included to identify the causes whereas the rest 15 items were
meant to record the participants' suggestions to ensure effective ELT in Saudi Universities.
Results of Independent Samples T-test reported a reasonable level of similarities in the
responses of both sample groups towards the causes of ineffective ELT in the KSA and in
their suggestions to improve the situation. Both groups saw eye to eye with each other and
assigned high values to the following items: a) classroom should be more interactive, b)
classrooms need to be equipped with modern teaching resources, c) students' English
language proficiency is poor when they join Taif University, d) the students have to pass an
English language proficiency test to qualify for the next academic year and e) the
department should start remedial courses for the weaker students. Significant differences
were reported in 12 out of the total 34 items. The researchers forwarded the
recommendations based on the findings of the study to enhance ELT effectiveness at Saudi
Universities.


Keywords: Perception; Effective ELT; English proficiency
Saudi English-Major Undergraduates and English Teachers' Perceptions
Regarding Effective ELT in the KSA: A Comparative Study 56

1. Introduction
An ever-increasing dominance of English has been witnessed in the fields of technology, research,
commerce, education, politics, communication, tourism etc., and it has achieved the status of the sole
international language or the lingua franca (McKay, 2003; BruttGriffler, 2002; Crystal, 1997). Al-Jarf
(2008) has reported that 85% of international organizations use English language, 90% material
available online is in English and one out of four people around the world can communicate in
English. About one billion students are learning English worldwide (Crystal, 2003 cited in Al Jarf,
2008). Kachru (1985) has presented three concentric circles to elaborate the use of English: the
inner circle is comprised of those countries where English is used as a first language, the outer
circle are the countries where English has been accepted as a second official language and the
expanding circle comprises the countries in which English is used as a foreign language. It has been
reported that the expanding circle includes more than 750 million EFL users as compared to 375
million native speakers and the same number of second language users. Its overwhelming dominance
has initiated an unprecedented trend of teaching and learning English language in almost all countries
and Crystal (2003) has mentioned that not less than one billion students are engaged in learning this
language worldwide. In non-English speaking countries, English is taught as a foreign language and
Arab countries are no exception in this regard. The discovery of oil fields in the Arab world in the
twentieth century attracted many international companies that started an era of English learning and
teaching in the Arab world. A growing mass of research suggests that English language teaching (ELT)
in the Arab world has not produced the desired results (Al-Jarf, 2008; Rababah, 2003; Sahu, 1999;
Zughoul, 1986; Ibrahim, 1975). Although Saudi Arabia is spending huge budget on education and the
university professors receive better salaries even as compared to the developed countries like the USA,
England, Canada, Australia etc., yet the students enrolling themselves in the different faculties of Saudi
universities including English lack the required English language proficiency (Shuttleworth
Foundation, 2008).


2. Previous Research
2.1. Definition
There is no denying of the fact that effective teaching is a much sought-after goal though different
people defined it differently (Kember, 2001). Westwood (1966) answered this question in the words of
Socrates: Excellent teaching is that which produces learning and understanding (P. 63).
Behaviourists and mentalists have assigned different characteristics according to their learning
philosophies (Shulman, 2004). There are a lot of definitions of effective teaching and the following is
the one among the many comparatively comprehensive ones.
effective teaching is demonstrated when the instructor can write objectives relevant to the
course content, specify classroom procedures and student behaviors needed to teach and learn such
objectives, and show that students have achieved the objectives after exposure to the instruction
(Centra, 2003 cited in Raymond, 2008: 43).
Though this definition is general in nature, yet its characteristics are applicable to ELT
dynamics. This definition suggests that effective teaching demands that the teachers have knowledge
about clear-cut objectives, have the ability of using appropriate teaching procedures, have the ability to
motivate the students and finally the students should achieve those objectives by the end of the
teaching.

2.2. ELT in the Gulf
Research has offered deep insights into the fact that English language teaching in the Arab world has
not produced the desired results (Al-Jarf, 2008; Rababah, 2003; Sahu, 1999; Zughoul, 1986; Ibrahim,
1975). Abed (2003) has mentioned that despite spending around 6% of their GDP, Arab nations of the
57 Chaudhry Zahid Javid, Muhammad Umar Farooq and Malik Ajmal Gulzar
Middle East and North Africa are still far behind in achieving effective ELT. Much research has
suggested that Arab students of English are unable to achieve desired proficiency in the target language
even after formally studying English for many years (Kaur, 2003; Wahba, 1998 cited in AlFadly, 2003;
Abbad, 1988). Several studies reported that Arab students English language proficiency level is much
below than the proficiency level of the students from other parts of the world (Sahu, 1999; Tushyeh,
1988). Many researchers investigated the causes of this dilapidating situation and it has been reported
that a proper admission policy seems lacking in Arab universities and most of the students who are
accepted even in English departments have unsatisfactory English language proficiency (Rababah,
2003). Kaur (2003) examined several
studies carried out at some Arab universities..that graduates of English departments
students who have chosen English as their major area could not on the average cope with
undergraduate university education through the medium of English (p. 14).
Zughoul (1986) mentioned that lack of EFL teacher training has been the main reason of
ineffective ELT in the Gulf. El-Fadil (1985) has contended that English language teachers have not
well-acquainted themselves with the developments in curriculum and instruction design (p. 15) that
resulted in ineffective ELT. He concluded that,
"TESL / TEFL practitioners need to acquaint themselves with the sophisticated paradigms
developed in general teaching research. Bridges will have to be built between departments of
curriculum and teaching methods and departments of linguistics. (p. 8)
Arab students weaknesses in various English language skills have been highlighted in several
studies (Wahba, 1998; Abbad, 1988; Abdul Haq, 1982; Harrison, Prator and Tucker, 1975).
Considering the gravity of the matter, the University of Jordan arranged and hosted The First
Conference on the Problems of Teaching English Language and Literature at Arab Universities in
1983. Several presentations (Suleiman, 1983; Mukattash, 1983; Zughoul, 1983) dealt with the
problems faced by Arab students in learning English. Mukattash (1983) reported that Arab students
commit 'frustrating errors' and cannot express themselves in the target language. Over emphasis on
literature courses has been identified as one of the major causes of ineffective ELT in the Arab world.
Zughoul (1983, p. 222) analysed the curricula of English departments of several universities in the
Arab world and concluded that the study of English literature does not only dominate the syllabus
of the English department, but also shapes the syllabus of the secondary schools". He stated that
English departments do not offer appropriate language teaching and that the " the curriculum
assumes that the incoming student is proficient in the language and that he does not need any further
language training. This, indeed, is a very unrealistic assumption (p. 223). Suleiman (1983, p. 129) also
supported this contention and stated that "inadequate mastery of the four language skills; namely
listening, speaking, reading and writing" is the main factor that hinders effective ELT in the Arab
world. Inappropriate and excessive use of Arabic language by the students as well by the faculty has
been identified as another major contributory factor in this regard (AlHazmi, 2006; Almulhim, 2001;
Halliday et al, 1984).
Much research has revealed that Arab students who take international English language
proficiency tests score extremely low marks as compared to their counterparts from other nations
(Rababah, 2001; Zughoul, 1985). Talking about the reasons of ineffective ELT in the Arab world, Al-
Hazmi (2006) reported that language teaching in the Arab world is dominated by a traditional, top-
down, textbook-oriented, teacher-led methodology.. (p. 38).

2.3. ELT in the KSA
Al-Seghayer (2011, p. 8) reported that though it is difficult to identify the exact time of the start of
English language teaching in the KSA, "yet researchers seem to agree that its formal beginning was
in 1928, a few year after the establishment of the Directorate of Education in 1923". It was during
1960's that English language teaching has been assigned a much more formal and established role in
secondary level curriculum in the KSA. Weekly contact hours for ELT varied from four to eight.
Directorate of Curriculum report (1995) indicated that Saudi cultural and moral aspects have been
Saudi English-Major Undergraduates and English Teachers' Perceptions
Regarding Effective ELT in the KSA: A Comparative Study 58

given paramount importance in developing teaching materials. Until late 80's, British publishing
company Macmillan was responsible for developing the teaching materials in the English Language
Section of the Departments of Curriculum Development at the MOE. "English for Saudi Arabia" was
another major tailor-made ELT programme, developed by a group of EFL experts from King Fahd
University of Petroleum and Minerals, in 1995 and "Say it in English" was the latest ELT series in this
regard that was introduced in 2004 (Al-Seghayer, 2011).
Ibrahim (1983) stated that Saudi Ministry of Education implemented a teacher training
programme in 1970 for those who intended to teach English at intermediate level. Since 1980 the
English departments of Saudi universities have been assigned the task to train Saudi English teachers.
This four-year BA in English degree includes literature, linguistics, translation, teaching methodology,
and English language skill courses. The number of courses in each sub category slightly differs in
different universities but the percentage of literature courses in almost all universities is the maximum
whereas "English teaching-methods courses represent no more than 10% of the total courses offered
by English departments in colleges and universities" (Al-Seghayer, 2011, p. 20).
Much research conducted in the KSA offered valuable insights into the fact that there is an
urgent need to revise the present Saudi EFL teacher preparation programme (Khan, 2011; Al-Hazmi,
2003; Zaid, 1993). It has been contended that this urgency stems from the fact that the programmes do
not seem to contribute much to prepare good quality EFL teachers because "the current programs are
inadequate with regard to disciplinary knowledge, pedagogical content knowledge, and
technological pedagogical knowledge" (Al-Seghayer, 2011, p. 22). It has been argued that the English-
major students who graduate from Saudi universities are "neither competent in English nor in the
affair of teaching it." (ibid., p. 23). Ministry of Education (2004) conducted a study that found out that
the average TOEFL score remained only 430 for those Saudi EFL learners who participated in the
study. Worst of all is that these incompetent students join schools and colleges as English teachers and
thus strengthen the vicious circle of ineffective English teaching.
Much research has pointed out that the standard of English language is extremely poor in the
KSA and Saudi students cannot compete not only with the students of advanced countries but also with
their counterparts from other Arab and Asian countries; though they study English for 850 compulsory
hours during the seven years of their stay at school. Al-Nujaidi (2003) revealed that Saudi graduates
only have a vocabulary of around 500-700 words after they finish their secondary school, indicating
that they are able to learn an average of only 100 words each year of their study at school. Al-Seghayer
(2011) reported that even Saudi students themselves are well aware of their weakness in this regard and
quoted a newspaper report of Al-Jazirh that 87% of Saudi high school graduate know that they do not
have the required level of proficiency to effectively communicate in English. He has also cited a study
published in 2009 by the Cambridge Examination Center regarding the English language proficiency
of Saudi students and "ranked them 39
th
of the 40 nations participated in both academic and general
training tests" (Cambridge ESOL: Research Notes, 2010 cited in Al-Seghayer, 2011, p. 45). The
reports of Educational Testing Services for the year 2003 to 2009 also reinforced the above-mentioned
factor that those Saudi students who appeared in the TOEFL scored the lowest points among the
students from Asian and other Middle Eastern countries.

2.4. Related Projects
Alfadly (2003) examined several studies that were conducted at various Arab universities (Rababah,
2003; Sahu, 1999; Wahba, 1998; Abbad, 1988) and the findings revealed that Arab learners of English
lack communicative competence. It was found out that even after several years of formal English
language teaching, Arab students fail to achieve satisfactory proficiency in English language and they
remain unable to cope with undergraduate university education through the medium of English (p.
12). The findings of the study identified inappropriate curriculum, insufficient contact hours and
delayed introduction of English language in the schools as the main contributing factors for ineffective
59 Chaudhry Zahid Javid, Muhammad Umar Farooq and Malik Ajmal Gulzar
ELT. The researcher forwarded the following recommendations to ensure effective ELT: a) English
teaching contact hours should be increased at all levels, b) effective teacher-training programs should
be initiated at all levels, c) maximum opportunities of using English outside classrooms should be
provided to the learners, d) provide cheap and easy access of modern resources like internet for the
learners and e) an English language awareness campaign should be arranged with the help of society in
general and parents in particular.
Gamal and Debra (2001 cited in Karim, 2004) have undertook a research study in Egypt to
identify the causes of ineffective ELT. Lack of sufficient financial support was reported as the major
cause in this regard. Low salaries, absence of teacher-training programs, unequipped classrooms and
lack of teaching resources were the results of this lack of funds. Other major factor included
discrepancy between EFL curriculum and examination syllabus.
Eissa, Misbah and Najat (1988) conducted a study at Kuwait University to identify English
language proficiency of Kuwaiti students. The data showed that the students had several problems in
coping up with English as the medium of instruction. Majority of the faculty members (64%) stated
that their students English language proficiency was very low that hindered their studies in their
respective subjects. The students difficulty in comprehending their English-medium textbooks was
reported by 48% faculty members whereas 54% of them stated that the students faced severe problems
in comprehending the content-subject lectures delivered in English. The findings suggested that the
students suffered from English language deficiency due to ineffective ELT.
Alam, Husain and Khan (1988) investigated Saudi students, teachers and parents to elicit their
attitudes towards English and the majority of the population of the study stated that English language is
very important, have international relevance and it is not possible to go for higher education without
having a good command of English language.
Al-Abedalhaq and Samdi (1996) investigated 1,176 Saudi university students regarding the
critical issues of national identity, religious commitment and Westernisation in relation to ELT in the
KSA. The data generated through a structured questionnaire indicated that Saudi students understand
the significance of English in the modern era and they do not think that English language learning
means admiring and copying Western culture. Several studies have been conducted to identify the
attitudes of Saudi students, teachers and parents regarding ELT in the KSA and the findings revealed
that a vast majority genuinely believe that English language is extremely important in their academic
as well as daily-life, a sign of social prestige, a source of personal and professional development and an
important instrument for the progress of Saudi Arabia (Al-Zaharani, 2008; Elyas, 2008). This study
intends to investigate the causes that are responsible for ineffective ELT in the KSA. Considering the
above-mentioned positive attitude towards English, the question arises that what are the factors that
cause ineffective ELT in the KSA as evident by the poor performance of Saudi students in different in-
house and international tests (Cambridge Examination Center, 2009; Educational Testing Services,
2003 to 2009).


3. Research Questions
Considering this situation, this research study is directed by the following research questions:
Q1: What are the causes of ineffective ELT at Foreign Languages Department, Taif University
(FLD TU) as perceived by English-major undergraduates (EMU)?
Q2: What are the causes of ineffective ELT at FLD TU as perceived by English faculty
members (EFM)?
Q3: What are the suggestions to ensure effective ELT at FLD TU as perceived by EMU?
Q4: What are the suggestions to ensure effective ELT at FLD TU as perceived by EFM?
Q5: Is there any statistically significant difference in the perceived causes of ineffective ELT at
FLD TU by EMU with that of the EFM?
Q6: Is there any statistically significant difference in the perceived suggestions to ensure
effective ELT at FLD TU by EMU with that of the EFM?
Saudi English-Major Undergraduates and English Teachers' Perceptions
Regarding Effective ELT in the KSA: A Comparative Study 60

4. Methodology of the Study
4.1. Sample Size
The population of this study comprised of 150 3
rd
and 4
th
year EMU (male and female) enrolled at FLD
and all the EFM teaching at FLD TU. The researchers only included 3
rd
and 4
th
year EMU to record the
perceptions of those students who have already spent 3/4 years at FLD and know the academic echo
system thoroughly.

4.2. Instrumentation
The researchers interviewed several experienced faculty members of FLD TU to collect the data to
develop a suitable questionnaire to elicit participants authentic responses to identify the causes of
ineffective ELT as well as to record their perceived suggestions to ensure effective ELT at FLD TU.
Based on the data generated through these interviews, a 40-item Likert-scale agree-disagree
questionnaire was developed. The questionnaire was given to four senior professors of linguistics at
FLD TU to review. Their recommendations were accepted and appropriate changes were made. The
final version of the questionnaire consisted of 34 items (See Appendix # 1). This questionnaire was
translated into Arabic that was administered to EMU of FLD TU (See Appendix # 2) whereas the EFM
were given the English version of the questionnaire. Out of the total 34 items, 15 items were meant to
elicit participants perception regarding the causes of ineffective ELT whereas 19 items were included
to record the participants suggestions to ensure effective ELT. EMU were given the questionnaires
during the teaching sessions and they were requested to fill in their responses right away and return
them to the researchers. The researchers managed to get 103 questionnaire filled in. The researchers
distributed the questionnaires to the faculty members in their offices and they were requested to hand
them in the next day and 31 questionnaires were returned by EFM.

4.3. Statistical Analysis
The researchers used the descriptive statistics namely the means, medians, standard deviations and
percentages of the questionnaire responses. Independent samples T-test was applied to identify any
statistically significant differences in the perceptions of the EFM and EMU of FLD TU.


5. Results and Discussion
The responses generated through the questionnaire were manually coded and analysed using SPSS
version 10. Descriptive analysis was performed to identify participants perceptions regarding the
causes of ineffective ELT as well as their suggestions to improve the standard of ELT in Saudi
universities. The first item of the questionnaire was included to elicit participants perception regarding
the English language proficiency and low values assigned by both sample groups (EFM: 2.90 EMU:
2.62) revealed that EMU do not acquire satisfactory English language proficiency when they graduate.
Nineteen items of the questionnaire were included to elicit the participants perceptions regarding the
causes of ineffective ELT. Out of these 19 items, 10 items (2, 3, 4, 18, 20, 24, 25, 26, 27, & 29) carried
positive inclination and lower values indicate that the participants perceived it a significant cause of
ineffective ELT whereas the rest 9 items (12, 13, 14, 15, 16, 17, 19, 22, & 23) had negative inclination
and higher value assigned to any of these items represented that it was a significant factor in this regard
or vice versa. Fourteen items (5, 6, 7, 8, 9, 10, 11, 21, 28, 30, 31, 32, 33, & 34) meant to generate data
regarding the participants perceived suggestions to ensure effective ELT in Saudi universities.




61 Chaudhry Zahid Javid, Muhammad Umar Farooq and Malik Ajmal Gulzar
Table 4.1: The most favored causes perceived by the EFM/EMU

no Items (Faculty) M/SD Items (Students) M/SD
1
Students' English language proficiency is
poor when they join Taif University.
4.129 Students' English language proficiency
is poor when they join Taif University.
3.6311
(1.335) (1.22)
2 Most of the students are not hard working.
4.0968 Students study English only to pass the
examination.
3.3301
(1.044) (1.457)
3
Most of the students are not motivated. /
Students study English only to pass the
examination.
4.0323
Students attendance is poor.
3.0583
(1.016) (1.392)
4
Students use English with each other in the
classroom.
2.0645 Students use English with each other in
the classroom.
2.8447
(1.123) (1.5)
5 All final exams are of equal difficulty level.
2.6774 All final exams are of equal difficulty
level.
2.8835
(1.1.165) (1.247)
6
Students study English to improve their
English language proficiency.
2.7097

(1.039)

Table 4.1 highlights the causes of ineffective ELT in Saudi universities as perceived by both
sample groups: EFM and EMU. The highest values assigned by the participants (EFM 4.129 - EMU:
3.63) to the questionnaire item Students' English language proficiency is poor when they join Taif
University indicates that the standard of ELT in Saudi schools is extremely low that needs urgent
attention by the concerned authorities. This confirms the findings of Al-Nujaidi (2003) that Saudi
graduates poor vocabulary of around 500-700 words suggests that they are able to learn an average of
only 100 words each year of their study at school. This finding is also in line with Al-Seghayer (2011)
who reported that Saudi students themselves are well aware of this weakness and 87% of Saudi high
school graduates know that they do not have the required level of proficiency to effectively
communicate in English. The reports presented by the Cambridge Examination Center for the year
2009 and the Educational Testing Services for the year 2003 to 2009 also supported the above-
mentioned factor that those Saudi students who appeared in the TOEFL scored the lowest points
among the students from Asian and other Middle Eastern countries. The data generated through the
descriptive analysis of EFM responses regarding their perceptions of ineffective ELT indicate the
following items (most of the students are not hard working, most of the students are not motivated,
students study English only to pass the examination, students use English with each other in the
classroom, all final exams are of equal difficulty level, and the students study English to improve their
English language proficiency) as the most important ones respectively. The data has offered valuable
insights into the fact that EFM strongly believe, as indicated by the 2
nd
and 3
rd
high values assigned to
these items, that Saudi students are not motivated and hard working that is a major factor of ineffective
ELT in Saudi universities. The 3
rd
and 6
th
most favoured items identified by EFM suggest that Saudi
students are instrumentally motivated and their main priority is to get through their examination instead
of being genuinely interested in acquiring English language proficiency. The data reveal that this lack
of intrinsic motivation has been a main factor that hinders the students to work hard. This finding is
supported by a growing mass of research that Arab students are predominantly instrumentally
motivated instead of having intrinsic motives to learn English (Javid, AL-Asmari and Farooq, 2012;
Qashoa, 2006; Dhaif Allah, 2005; Al-Mutawa, 1994; Alam, Husain and Khan, 1988; Musa, 1985).
Research has reported that the learners with integrative motivation show stronger tendency to learn and
retain a language (Gardner and Lambert, 1972). The other two factors that have been mentioned by the
faculty are the lack of standard examination papers and students inhibition to use English language in
the classrooms. The data generated through the analysis of EMU responses partially confirmed EFM
perception because 4 out of the 5 most favoured items have also been mentioned by EFM as well.




Saudi English-Major Undergraduates and English Teachers' Perceptions
Regarding Effective ELT in the KSA: A Comparative Study 62

Table 2: Independent Samples T-test (Causes)

Questionnaire Items Group n M SD T df p value
1
Students acquire satisfactory
English language proficiency
when they graduate.
faculty 31 2.9032 1.220 1.150 132 .252 p > 0.05
students 103 2.6214 1.189 1.134 48.419 .262
2
English department has a clear
vision of English teaching.
faculty 31 3.4194 .9228 .401 132 .689 p > 0.05
students 103 3.3204 1.277 .476 67.930 .636
3
Departmental teaching vision is
clear to all teachers and students.
faculty 31 3.1613 .8980 -.205 132 .838 p > 0.05
students 103 3.2136 1.333 -.251 73.491 .802
4
All courses equally contribute to
English language proficiency.
faculty 31 3.1613 1.240 .059 132 .953 p > 0.05
students 103 3.1456 1.316 .061 52.018 .952
12
Most of the students are not hard
working.
faculty 31 4.0968 1.044 4.791 132 .000 p < 0.05
students 103 2.8252 1.360 5.516 63.614 .000
13
Most of the students are not
motivated.
faculty 31 4.0323 1.016 4.190 132 .000 p < 0.05
students 103 3.0388 1.195 4.574 57.299 .000
14
Students' English language
proficiency is poor when they join
Taif University.
faculty 31 4.1290 1.335 1.948 132 .053 p > 0.05
students 103 3.6311 1.220 1.856 46.132 .070
15
Weak students make even the
better students lazy.
faculty 31 3.5806 1.176 2.751 132 .007 p < 0.05
students 103 2.8447 1.341 2.952 55.548 .005
16 Students' attendance is poor.
faculty 31 2.9355 1.123 -.449 132 .654 p > 0.05
students 103 3.0583 1.392 -.503 60.335 .617
17
Students study English only to
pass the examination.
faculty 31 4.0323 1.016 2.502 132 .014 p < 0.05
students 103 3.3301 1.457 3.024 70.713 .003
18
Students study English to
improve their English language
proficiency.
faculty 31 2.7097 1.039 -3.03 132 .003 p < 0.05
students 103 3.4757 1.282 -3.39 60.089 .001
19
Students study English for no
obvious reasons.
faculty 31 3.3226 .8321 1.815 132 .072 p > 0.05
students 103 2.8350 1.421 2.380 86.285 .019
20
Students use English with each
other in the classroom.
faculty 31 2.0645 1.123 -2.67 132 .008 p < 0.05
students 103 2.8447 1.500 -3.11 65.295 .003
22 Teachers are not well-qualified.
faculty 31 3.1290 1.087 .200 132 .842 p > 0.05
students 103 3.0777 1.296 .220 58.017 .827
23 Teachers are poorly trained.
faculty 31 3.2258 1.175 .938 132 .350 p > 0.05
students 103 2.9903 1.240 .966 51.793 .339
24
Teachers help the students'
individual problems during their
office hours.
faculty 31 3.4839 .8513 .747 132 .456 p > 0.05
students 103 3.2913 1.355 .949 79.579 .346
25
Teachers assign regular
homework.
faculty 31 3.5161 .5699 1.471 132 .144 p > 0.05
students 103 3.1553 1.326 2.173 116.51 .032
26
Teachers always use English in
the classroom.
faculty 31 3.5161 1.060 .419 132 .676 p > 0.05
students 103 3.4078 1.316 .470 60.471 .640
27
Textbooks are appropriate and
suit students' level.
faculty 31 2.9355 1.123 -1.33 132 .186 p > 0.05
students 103 3.2816 1.309 -1.44 56.743 .154
29
All final exams are of equal
difficulty level.
faculty 31 2.6774 1.165 -.819 132 .415 p > 0.05
students 103 2.8835 1.247 -.849 52.389 .400

Independent Samples T-test was applied to identify any significant differences in the responses
of both the samples in the questionnaire items that were included to identify the causes of ineffective
ELT. The results showed in the table given above (table: 4.2) indicate that both sample groups saw eye
to eye with each other in most of the cases: both groups differed in 6 questionnaire items (16, 17, 19,
21, 22, & 24) out of the total number of 20 items analysed in table 4.2. The data generated through
these 6 questionnaire items reveal interesting findings regarding the perceptions of both sample groups.
All these items intend to elicit participants perception regarding the attitude of EMU towards learning
English (See table 4.2). The values assigned by EFM suggest that students attitude is not positive and
learning friendly which is a major factor for ineffective ELT in Saudi universities whereas EMU
63 Chaudhry Zahid Javid, Muhammad Umar Farooq and Malik Ajmal Gulzar
assigned comparatively lower values to these items indicating that they do not consider them as
important as perceived by the faculty.

Table 4.3: The most favored suggestions perceived by the EFM/EMU

no Item (Faculty) M/SD Item (Students) M/SD
1 Classrooms should be more interactive. 4.4194 The department should start remedial
courses for the weaker students.
4.4272
(.9228) (.9862)
2 Classrooms need to be equipped with modern
teaching resources.
4.3226 Classrooms need to be equipped with
modern teaching resources.
4.1942
(1.165) (1.283)
3 All students have to pass the admission test to
qualify for admission.
4.2258 Classrooms should be more
interactive.
4.0583
(1.203) (1.161)
4 The students have to pass an English language
proficiency test to qualify for next academic
year.
4.1613 Translation courses should be
increased.
3.7379
(1.003) (1.259)
5 The department should follow a strict admission
policy.
4.1613 Students should not be allowed to take
more than five courses in one
semester.
3.7087
(1.213) (1.333)
6 The department should start remedial courses for
the weaker students.
4.0323 Language courses should be increased. 3.6796
(1.048) (1.408)
7 The students have to pass an English
language proficiency test to qualify for
next academic year.
3.6796
(1.344)

The data generated through the descriptive analysis of the items that were included to elicit
participants suggestions to improve ELT standard in the KSA exhibited interesting findings as well.
EFM rated the item Classrooms should be more interactive as the most important factor but EMU
ranked it the 3
rd
most important one. This finding strongly indicate that both the sample groups believe
that lecture-based instruction is not suitable for effective learning and that there is a need to introduce
tasked-based learning which provides ample opportunities for an active involvement of the students in
the classroom proceedings. EMU ranked the items the department should start remedial courses for
the weaker students as the most important suggestion as indicated by the highest value assigned to it.
EFM ranked it the 6
th
in their list of the most important factors. This finding seems in accord with the
factor identified as one of the most important causes of ineffective ELT by the participants that the
freshmen students who join English departments do not have the required level of English language
proficiency to continue their English-major studies effectively. All students have to pass the admission
test to qualify for admission has been identified as the 3
rd
most important suggestions by EFM that is
in line with the previous finding that the students low proficiency level is one of the most important
causes of ineffective ELT. This finding suggests that EFM believes that it is an essential prerequisite
for effective ELT in Saudi universities that only those students should be given admission in the
English departments who have the required level of English language proficiency. The 4
th
item on the
list of EFM most preferred items is the students have to pass an English language proficiency test to
qualify for next academic year emphasising the same trend of ensuring required English language
proficiency to ensure a good standard of ELT in Saudi universities. EMU also considered it an
important factor but they assigned it the 7
th
position in their priority list. Both sample groups assigned
the 2
nd
highest value to the questionnaire item that elicited their perception for an effective use of
modern teaching resources to facilitate English learning process. EMU suggested that language course
and translation courses should be increased for better standard of ELT.







Saudi English-Major Undergraduates and English Teachers' Perceptions
Regarding Effective ELT in the KSA: A Comparative Study 64

Table 4.4: Independent Samples T-test (Suggestions)

Questionnaire Items Group n M SD T df p value
5 Language courses should be increased.
faculty 31 3.9032 1.220 .798 132 .426
p > 0.05
students 103 3.6796 1.408 .862 56.210 .393
6 Literature courses should be increased.
faculty 31 3.0968 1.106 1.421 132 .158
p > 0.05
students 103 2.6990 1.433 1.632 63.249 .108
7 Linguistic courses should be increased.
faculty 31 3.3226 1.012 -.310 132 .757
p > 0.05
students 103 3.4078 1.424 -.371 69.127 .712
8 Translation courses should be increased.
faculty 31 2.8710 1.056 -3.47 132 .001
p < 0.05
students 103 3.7379 1.259 -3.82 58.053 .000
9 Number of courses should be decreased.
faculty 31 2.8387 1.098 -2.84 132 .005
p < 0.05
students 103 3.5825 1.324 -3.14 58.716 .003
10
Credit hours should be increased to
three instead of two.
faculty 31 3.3226 1.351 1.641 132 .103
p > 0.05
students 103 2.8155 1.551 1.768 55.937 .083
11 Classrooms should be more interactive.
faculty 31 4.4194 .9228 1.585 132 .115
p > 0.05
students 103 4.0583 1.161 1.793 61.337 .078
21
Students should not be allowed to take
more than five courses in one semester.
faculty 31 3.6452 .9848 -.246 132 .806
p > 0.05
students 103 3.7087 1.333 -.289 66.282 .774
28
Classrooms need to be equipped with
modern teaching resources.
faculty 31 4.3226 1.165 .498 132 .619
p > 0.05
students 103 4.1942 1.283 .525 53.788 .602
30 There should be more class quizzes.
faculty 31 3.4516 1.027 1.548 132 .124
p > 0.05
students 103 3.0388 1.371 1.805 65.271 .076
31
The department should follow a strict
admission policy.
faculty 31 4.1613 1.213 3.156 132 .002
p < 0.05
students 103 3.3883 1.190 3.123 48.675 .003
32
All students have to pass the admission
test to qualify for admission.
faculty 31 4.2258 1.203 3.345 132 .001
p < 0.05
students 103 3.3107 1.372 3.590 55.586 .001
33
The students have to pass an English
language proficiency test to qualify for
next academic year.
faculty 31 4.1613 1.003 1.844 132 .067
p > 0.05
students 103 3.6796 1.344 2.154 65.574 .035
34
The department should start remedial
courses for the weaker students.
faculty 31 4.0323 1.048 -1.92 132 .056
p > 0.05
students 103 4.4272 .9862 -1.86 47.127 .069

Table 4.4 contains the data generated through Independent Samples T-test and the table shows
that both sample groups differ in only 4 items (8, 9, 31, & 32) out of the total 14 items that meant to
elicit participants perceptive suggestions to improve the standard of ELT in Saudi universities. Both
sample groups assigned significantly different values to item 8 (EFM: 2.871 - EMU: 3.7379). The
finding seems to suggest that the EMU believe that they may not be able to perform well without the
help of translation whereas EFM assigned lower value to this item that suggests that translation courses
are not very important. Further investigation is recommended to understand the psychological
underpinnings of EMU in this regard. EMU suggested that the number of courses should be decreased
but EFM showed significant difference by assigning lower ranking to this item. The remaining two
items that exhibited significant difference in the perception of both the groups are a) The department
should follow a strict admission policy and b) All students have to pass the admission test to qualify for
admission. This finding offers significant insights into the fact that EFM strongly believe that the
aspired standard of ELT is difficult to achieve if strict admission policy is not followed and only those
students should be admitted in the English departments of Saudi universities who have the required
level of English language proficiency so that they may be able to cope up with the challenge and are
able to exert the required efforts to study English as a foreign language. EMU , on the other hand, did
65 Chaudhry Zahid Javid, Muhammad Umar Farooq and Malik Ajmal Gulzar
not consider it an important factor as indicated by the lower values assigned to both these items by
them.


6. Findings and Recommendations
It may be concluded from the findings of the study that there is a need to take certain steps at university
as well as school level to raise the standard of ELT in Saudi Arabia.
It has been found out that one of the main causes of ineffective ELT in Saudi universities is the
lack of the required English proficiency among the students who apply in the English departments of
Saudi Universities. This seems to suggest that although there are many steps that are needed at
university level yet it is urgently required that ELT at Saudi schools should be investigated in depth
and appropriate steps should be taken to ensure better standard of ELT at this level. Considering the
challenging nature of English-major studies at university level, it is recommended that the universities
should follow a strict admission policy and only those students should be allowed admission in the
English departments who have the required level of English language proficiency so that they may be
able to continue their studies successfully. Furthermore, instead of only relying on the GPA of the
students as the criteria of admission, an internationally bench-marked admission test should be
administered and only those students should be admitted in the English departments who qualify it. It
is also recommended that an internationally bench-marked English language proficiency test should be
administered at the end of each year and the students have to qualify this screening test along with
qualifying the in-house examinations for different subjects.
It also seems important for better results that the ELT objectives should be clear not only to the
faculty members but also to the students of English departments so that an appropriate and a clear-cut
policy may be collectively followed to achieve the departmental pedagogical vision. It has been found
out that the curriculum of English departments usually has maximum number of literature courses;
therefore, it is recommended that number of language courses should be increased to enable the
students to achieve the required level of English language proficiency to study the content subjects in a
better way. Considering the fact that the English language proficiency of the undergraduates who join
English departments is not satisfactory, there is an urgent need that additional coaching facilities
should be provided to the weaker students to enable them to complete their studies effectively.
To ensure standardised academic atmosphere, it is important that a consistent policy should be
followed as far as classroom discipline, examinations and attendance is concerned. It also seems
important that all the faculty members should provide the students with somewhat challenging
atmosphere to make the students work hard. There should be examination committees which review all
the mid-term and final examination papers to make sure that they are comprehensive, reliable, valid,
cover the syllabus and are of equal difficulty level. The data analysis revealed that the majority of the
students have exam-centered attitude; therefore, it is also recommended that the mid-term/final
examinations are set in a way that test the students proficiency in all the language skills.
To achieve written and oral proficiency in the target language, it is important that the students
are involved in communicative activities that generate teacher-student and student-student active
interaction. The questionnaire data provided sufficient insights that lecture-based classes have been
disliked by both sample groups. Innovative and interesting activities will help ensure the students
active participation and maintain a sustained motivation for learning the target language. This needs
that the classroom should be properly equipped with the required audio-visual teaching aids to execute
these activities in a productive manner. Another extremely important factor that should be addressed is
to change the exam-centered behaviour of the students into learning-centered one so that much sought-
after goal of transforming them into life-long learners may be achieved. Use of Arabic by some of the
faculty members as well as by the students is another major hindrance in the way of effective ELT and
it is required that the students are forced to use the target language inside the classroom and preferably
outside the classroom as well. The faculty members should present themselves as role model in this
Saudi English-Major Undergraduates and English Teachers' Perceptions
Regarding Effective ELT in the KSA: A Comparative Study 66

regard. This goal may be achieved by creating a strong academic relationship with the students and
effective use of office hours can play a significant role in this regard.


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Appendices
Appendix # 1
The QUESTIONNAIRE
I. PERSONAL (optional)
Name: Mobile:
Date: Email:

II. Circle the most appropriate choice.
1 = strongly disagree 2 = disagree 3 = neutral 4 = agree 5 = strongly agree

No Questionnaire items 1 2 3 4 5
1 Students acquire satisfactory English language proficiency when they graduate.
2 English department has a clear vision of English teaching.
3 Departmental teaching vision is clear to all teachers and students.
4 All courses equally contribute to English language proficiency.
5 Language courses should be increased.
6 Literature courses should be increased.
7 Linguistic courses should be increased.
8 Translation courses should be increased.
69 Chaudhry Zahid Javid, Muhammad Umar Farooq and Malik Ajmal Gulzar
Table: - (Continued)

9 Number of courses should be decreased.
10 Credit hours should be increased to three instead of two.
11 Classrooms should be more interactive.
12 Most of the students are not hard working.
13 Most of the students are not motivated.
14 Students' English language proficiency is poor when they join Taif University.
15 Weak students make even the better students lazy.
16 Students' attendance is poor.
17 Students study English only to pass the examination.
18 Students study English to improve their English language proficiency.
19 Students study English for no obvious reasons.
20 Students use English with each other in the classroom.
21 Students should not be allowed to take more than five courses in one semester.
22 Teachers are not well-qualified.
23 Teachers are poorly trained.
24 Teachers help the students' individual problems during their office hours.
25 Teachers assign regular homework.
26 Teachers always use English in the classroom.
27 Textbooks are appropriate and suit students' level.
28 Classrooms need to be equipped with modern teaching resources.
29 All final exams are of equal difficulty level.
30 There should be more class quizzes.
31 The department should follow a strict admission policy.
32 All students have to pass the admission test to qualify for admission.
33 The students have to pass an English language proficiency test to qualify for next
academic year.

34 The department should start remedial courses for the weaker students.

Thank you very much for your cooperation

Appendix # 2
The Questionnaire (Arabic)

1 - ()
: :
: :
2 - () .
1 = 2 = 3 = 4 = 5 =

5 4 3 2 1 . 1
. 2
. 3
. 4
. 5
. 6
. 7
. 8
. 9
. 10
. 11
. 12
. 13
. 14
. 15
. 16
. 17
. 18
Saudi English-Major Undergraduates and English Teachers' Perceptions
Regarding Effective ELT in the KSA: A Comparative Study 70

Table: - (Continued)

. 19
. 20
. 21
. 22
. 23
. 24
. 25

. 26
. 27
. 28
. 29
. 30
. 31
. 32

.
33
. 34