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The Reasons behind Inefficient English Language Teaching Practices in Saudi Universities

This empirical survey has been conducted to investigate the responses of both teachers and students of English Language Department to identify the reasons behind inefficient English language teaching (ELT) at the department. The study utilized quantitative tool of data collection. A 38-item Likert-scale structured questionnaire has been developed and administered to both sample groups: English faculty members at the Foreign Languages Department (FLD) and junior and senior English-major students of FLD. The data gathered from the questionnaire responses has been analyzed and descriptive statistics have been exploited to present the result of this survey. Both groups have agreed to each other related to issues given below: 1) interaction should be activated among students, 2) authentic teaching material should be provided in all classrooms, 3) students' standard is quite week when they take admission in FLD, 4) English language proficiency test should be a condition to promote to the next academic level and 5) remedial courses should be initiated in the department for the weaker learners. It is also found that lack a strict admission policy, learners’ examination-centered attitude and low motivation among students are also reasons in this regard as reported by the faculty. Recommendations have been given to develop the methods of teaching English in Saudi universities.