English Language Instructors’ Perspectives on the Pedagogical Effectiveness of the Curriculum: A case Study from King Abdulaziz University

Abstract

This study aims to evaluate the pedagogical effectiveness of the Unlock coursebook series from the perspectives of English as a Foreign Language (EFL) instructors at King Abdulaziz University, Jeddah, Saudi Arabia. A quantitative descriptive survey design was adopted to collect data from 38 instructors with diverse academic backgrounds and teaching experience. The data were gathered using an adapted questionnaire consisting of 42 items distributed across six domains: pragmatic factors, structure and arrangement, linguistic components, language capabilities, practices and ventures, and cultural elements. The findings indicate that the Unlock series received an overall positive evaluation, with higher mean scores in pragmatic aspects and structure and arrangement, reflecting the clarity, organization, and usability of the materials. Similarly, linguistic components, language skills, and classroom activities were evaluated favorably, suggesting that the coursebook effectively supports language development, interaction, and critical thinking. However, the cultural elements domain received comparatively lower ratings, particularly regarding the representation of Saudi culture and alignment with local values. The study concludes that while the Unlock coursebook series is generally suitable for the Saudi EFL context, certain adaptations are necessary to enhance its cultural relevance. The findings highlight the importance of aligning instructional materials with learners’ sociocultural context and involving instructors in the evaluation and development of coursebooks to improve their effectiveness in higher education settings.