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Root causes are traced to classroom practices, and the study aims to identify shortcomings in the Saudi EFL classroom. The paper proposes positive recommendations focused on student welfare and more effective outcomes in secondary school settings.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-strategies-in-efl-environment-in-the-secondary-schools-in-the-ksa-evaluation-and-remedies/589781/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-strategies-in-efl-environment-in-the-secondary-schools-in-the-ksa-evaluation-and-remedies/589781.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What main problem does the study identify in Saudi EFL classrooms?","Question",{"text":113,"@type":114},"The study points to shortcomings in the Saudi EFL classroom that prevent desired teaching-learning outcomes, with the roots traced to classroom realities.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Why has English teaching in Saudi Arabia received extensive funding yet faced dissatisfaction?",{"text":118,"@type":114},"Despite strong financial and political support, classroom impacts have not met expectations, leading to discontent among the teaching-learning community.",{"name":120,"@type":111,"acceptedAnswer":121},"What direction does the paper propose to improve EFL teaching strategies?",{"text":122,"@type":114},"The paper calls for a shift from a teacher-centric, conventional approach to a more modern, student-centered pedagogy with need-based syllabi and supportive education policy in secondary schools.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},589781,1792160743,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Teaching Strategies in EFL Environment in the Secondary Schools in the KSA: Evaluation and Remedies\u003Cbr>Salmeen Abdulrahman Abdullah Al-Awaid*\u003Cbr>English Language Centre, Jizan, Jazan University, Saudi Arabia\u003Cbr>Corresponding Author: Salmeen Abdulrahman Abdullah Al-Awaid, E-mail: [salmeen2009@gmail.com](salmeen2009@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: December 20, 2017\u003Cbr>Accepted: February 12, 2018\u003Cbr>Published: April 30, 2018\u003Cbr>Volume: 9 Issue: 2\u003Cbr>Advance access: March 2018 Conflicts of interest: None\u003Cbr>Funding: None\u003Cbr>Key words:\u003Cbr>Teaching Strategies, ELT Environment, Secondary Schools,\u003Cbr>EFL Teaching Strategies in KSA | ABSTRACT\u003Cbr>The EFL scenario in Saudi Arabia has been a matter of concern for academicians, learners, institutions and policy makers alike. The reason is simple: It is the single most zealously funded field of study in the state. Further, it is also an area of modern education that causes much discontent amongst the teaching-learning community who do not arrive at desired outcomes. The roots lie in our classrooms. This study is another attempt to highlight the shortcomings of the Saudi EFL classroom with the larger objective of student welfare through positive recommendations. |\n\nINTRODUCTION  \nThe message of the Minister of Education seen in the Elementary, Intermediate and Secondary school English textbooks proclaiming the undisputed status of English as a widely used truly international medium of communication should serve as a beacon light for ELT experts in Saudi Arabia. However, for a country that introduced ELT in 1924 even before announcing the unification of the country under the name (The Kingdom of Saudi Arabia) in 1932, the state of ELT after more than seven decades leaves much tobe desired. That is, ELT has been the single, most financially and politically supported branch of education in Saudi Arabia: The reason is simple. The kingdom’s boosted economy, which was a result of the oil boom, attracted a large number of American companies with American workers in their retinue. With them also came an equally large number of skilled and unskilled non-Arab workers. English obviously was the only common means of communication amongst this heterogeneous workforce. Tourism boom was another offshoot of these developments which also looked towards ELT as its saviour. English proficiency suddenly became a prerequisite to land a job in this environment. This led to massive advancement in ELT, albeit on paper. Government regulations such as introduction of English in early school years and projection of an English-favourable language ide-  \nology could not do much to change the popular distrust for it. As a result, motivation to learn the language suffered in Saudi Arabia. The next major benchmark in the history of ELT in the kingdom came with a change in thinking when Saudi Arabia decided to become a knowledge based society with minimal dependence upon oil. ELT in a way was truly born at this time in Saudi Arabia. This was year 2005.Today, Saudi Arabians pragmatically see English as the gateway to improved economic status, national growth, promotion of Islam, and integration with the world.In this ripe environment for ELT growth all that is needed for English to take roots is a switch over from the safe, conventional, teacher centric approach to modern pedagogy, student centric ideology,need basedsyllabi and an education policy that serves (not derails) all of these.It is the aim of this paper to examine the pedagogical aspect ofELT in the Secondary School environment of Saudi Arabia vis-à-vis State objectives and suggest suitable and usable modifications therein.  \nTraditionally, a Saudi Arabian language classroom has dealt with two types of languages: native language, and foreign language. English all over the country is taught as a foreign language.","cbCaioHEm9VjFNh5","https://ap.wps.com/l/cbCaioHEm9VjFNh5","pdf",572955,"English","# Abstract\n# Introduction\n# Literature Overview\n# Article Info","[{\"question\":\"What main problem does the study identify in Saudi EFL classrooms?\",\"answer\":\"The study points to shortcomings in the Saudi EFL classroom that prevent desired teaching-learning outcomes, with the roots traced to classroom realities.\"},{\"question\":\"Why has English teaching in Saudi Arabia received extensive funding yet faced dissatisfaction?\",\"answer\":\"Despite strong financial and political support, classroom impacts have not met expectations, leading to discontent among the teaching-learning community.\"},{\"question\":\"What direction does the paper propose to improve EFL teaching strategies?\",\"answer\":\"The paper calls for a shift from a teacher-centric, conventional approach to a more modern, student-centered pedagogy with need-based syllabi and supportive education policy in secondary schools.\"}]","Teaching Strategies in EFL Environment in the Secondary Schools in the KSA - Evaluation and Remedies | PDF",1792068107,23]