EFL Teaching and Curriculum in University Classrooms in Saudi Arabia

Literature has extensively documented the traditional conceptions of viewing teaching, learning, curriculum and implementation and recommends changing these traditional views for better teaching and learning outcomes. However; still some teachers view curriculum as a rigid document, learning as static, unalterable, and measurable by tests and teaching as transmitting knowledge and teachers as transmitter of prescribed knowledge. This thesis presents a case study of nine EFL instructors explaining the ways participating English as a Foreign Language (EFL) instructors understand and implement the foundation year EFL university curriculum in Saudi Arabia and how their understanding impacts their implementation and language learning. This case study explains the factors affecting students’ learning through the eyes of the participating EFL instructors, the ways these EFL instructors re-imagine teaching and learning in the EFL curriculum at university, and the support needed for EFL instructors that would facilitate improved English teaching and learning.