Sociolinguistic Pedagogical Implications of EFL Issues: A Case Study of Saudi Universities


  • Omer Elsheikh Hago Elmahidi
  • Mohammed AbdAlgane
  • Ibtesam AbdulAziz Bajri


EFL issues; language proficiency; sociolinguistic competence; socio-pedagogical approach


This study has taken into account the sociolinguistic pedagogical implications of the EFL issues in Saudi universities. The authors use a questionnaire to collect data from Saudi universities’ staff and the study has come to a significant conclusion when discussing sociolinguistic pedagogical implications of the EFL issues. Future EFL instructors require education that considers linguistic, socio-historical, cultural, and pedagogical aspects. Areas of improvement in explaining instructors' vital role in changing language education are highly concentrated in language proficiency and technology. Exploring factors and social context's effect on EFL learners' English aptitude at the tertiary level reflect that social competence helps learners gain more than academic competence. Investigating the significant influence of sociolinguistic characteristics on the educational context and the growth and use of English as a foreign language result in raising social and cultural awareness so students know how to interpret the surrounding environment.  Describing the close relationship between social and educational settings and the classroom environment as suitable factors for fostering sociolinguistic competence in EFL learners and the desired outcomes explores that culture and education are two inseparable parameters and they are interdependent, and EFL learners need to master the cultural rules of use and rules of discourse. EFL instructors believe that teaching the language in its natural context is the best way to teach the language. The use of a socio-pedagogical approach to teaching EFL can have a positive impact on the EFL issues in the country, they say. It is recommended that EFL instructors in Saudi universities take a socio-pedagogical approach to teach the language and that universities provide teachers and students with adequate resources to help them understand the language.


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