The Implementation of English for Primary School First Graders in the Saudi Education System: Practice and Challenges
DOI:
https://doi.org/10.17507/tpls.1507.25Keywords:
primary school teacher, EFL, Saudi education system, early language exposure, language acquisitionAbstract
The study aimed to investigate the condition of implementing the English language for primary school first graders in Saudi school. In 2021, the Saudi Ministry of Education introduced English language teaching in the first grade of primary schools, and there is a research gap in this area. In order to do so, this study used a mixed-method approach, with questionnaire as the main instrument to reflect the perspectives of 224 teachers, including 112 Arabic and 112 English teachers, as well as an approximate total of 5600 pupils in two cities in Saudi Arabia. The questionnaire garnered quantitative data through close-ended questions, whereas qualitative data were collected using open-ended questions. The study found that both English and Arabic language teachers highly value the implementation of English language teaching in primary schools in Saudi Arabia. Students exhibited a preference for English classes over Arabic classes. The study reported no negative effects of learning English on Arabic language skills. However, challenges faced by English teachers in implementing English language education included a shortage of English language teachers and limited time allocated to teaching English. To overcome these challenges, the study recommended the use of technology-enhanced language learning and out-of-class activities and mobile apps to supplement the limited in-class English language teaching time.
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