The Lack of Qualified EFL Teachers in Saudi Schools: A Qualitative Interview Study

Autor/in	Alqahtani, Abdullah N.
Titel	The Lack of Qualified EFL Teachers in Saudi Schools: A Qualitative Interview Study
Quelle	In: English Language Teaching, 14 (2021) 11, S.24-29 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Language Teachers; English (Second Language); Second Language Instruction; Teacher Qualifications; Teacher Influence; Student Attitudes; Barriers; Language Usage; Teaching Methods; Semitic Languages; Best Practices; Conventional Instruction; High School Students; High School Teachers; Middle School Students; Middle School Teachers; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lehrqualifikation; Schülerverhalten; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Arabisch; Hebräisch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Saudi-Arabien
Abstract	Despite teaching English language in Saudi Arabia for 6 decades, yet the outcomes are unsatisfactory. In this article, the lack of qualified English teachers in Saudi Arabia is the main reason for causing that issue. To address the issue, this study attempts to understand how untrained teachers have a negative influence on students' performance and competence. Unstructured interviews were conducted with students from two Saudi schools to reflect on the problems and obstacles that Saudi pupils encounter as a result of their incompetent instructors. Instead of interviewing instructors, we interviewed students to know the strategies, methods, and techniques employed by their teachers, which resulted in their incapacity to improve. According to the participants, the majority of English teachers in Saudi schools speak Arabic in English lessons rather than English. They also employ traditional approaches such as the teacher-centered method. They educate and explain in English, but when they reach a major obstacle, they immediately switch to Arabic as an efficient option. The study's findings highlight the necessity of having trained teachers to teach English in EFL programs in Saudi Arabia. The study's objective is to demonstrate that instructors are at the heart of the issues that affecting students' growth and how to assist them to overcome those problems. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01