Attitudes and Perceptions of Saudi EFL Teachers in Implementing Kingdom of Saudi Arabia’s Vision 2030

Nurah Oddah Ahmad Al-Zahrani, Hussam Rajab

Abstract


The study aimed at exploring the attitudes and perceptions of English as a Foreign Language (EFL) teachers at public schools in the Kingdom of Saudi Arabia, in achieving the Kingdom’s ‘2030 Vision’ which relates to the development of education in general and to the EFL discipline in particular. The study adopted the descriptive approach by utilizing a survey tool for the study which consisted of nineteen items divided into four constructs. The study sample consisted of 550 female and 450 male, Saudi government schools EFL teachers from the main regions of the Kingdom. The results of the statistical analysis of the responses of the participants indicated overwhelmingly a high level of positive attitude towards professional development in the teaching of English Language (EL), reaching 91% as well as a near unanimity in the responses of the participants which was reflected in the lack of statistically significant relationship between the responses of the participants towards implementing 2030 vision through the achievement of professional development as well as working towards establishing international networking with teachers of English in various countries around the world. The results also indicated that there are still certain obstacles that may adversely affect the implementation of the vision of Saudi Arabia in 2030. Thus, the researchers have made several recommendations including conducting future research studies that will look into further areas not covered by this study.


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DOI: https://doi.org/10.5296/ijele.v5i1.10733

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