A gender-based investigation into the required English language policies in Saudi higher education institutions

Abstract

The Saudi Arabian higher education system is yet to address specific issues concerning language planning and policy. Policies concerning English language use in Saudi academia remain ungoverned, thus leading to implicit personal policies (i.e., self-directed policies). Such freedom in language use may generate concerns among stakeholders, especially if differences emerge between men and women in the same workplace. Current literature does not offer insights into how English is used by each gender in academic settings or outside the classroom in Saudi Arabia; this study seeks to address this gap. A six-item online survey was distributed among higher education English language departments in Saudi Arabia. The questionnaire was completed by 210 faculty members (67 men and 143 women). Responses from men and women were compared using the Mann-Whitney test. The main findings include significant differences in language use between the two genders, suggesting different levels of commitment to English use. These findings imply that future English language policies may need to incorporate divergent views between the two genders. The recommendations include the need for micro-level policies and the involvement of both genders in designing policies to ensure their successful application.