Saudi Teachers’ Perceptions of Teaching English at the First Grade

Abstract

Since English was recently introduced into the grade 1 curriculum in Saudi primary schools in 2021, this questionnaire study examines the perceptions of 1766 Saudi English teachers regarding the introduction of English into this stage, the obstacles posed to its success, and suggestions as to how to ensure the new policy’s effectiveness. The data were collected three months prior to the introduction of English in the grade 1 curriculum using a large-scale questionnaire. The teachers expressed positive perceptions of the introduction of English teaching and learning at this level, and the majority reported that it will have a positive effect on the proficiency of Saudi students in the English language. The respondents reported on the potential challenges they may encounter when teaching English at grade 1, with the major obstacles including the large number of students in classes, the use of textbooks that contain too much information, and a lack of access to new learning technologies. They overwhelmingly expressed that providing teachers with modern technologies, enrolling grade 1 English teachers on specialized courses, and increasing the number of English classes per week, would all help ensure the effectiveness of the new policy.