Shaping English Language Policies in Academia: Female Saudi English as a Foreign Language Learners’ Perspectives

Abstract

English in Saudi Arabia is an English as a Foreign Language (EFL) context which offers very limited opportunities for language practice. The literature suggests that English education in Saudi higher education suffers from weaknesses in English language learning outcomes, leading researchers to explore ways to mitigate this concern. Hence, English language policies (ELPs) can play a significant role in compensating for the lack of limited language practice opportunities outside the classroom and within academic settings. Therefore, this study addresses the necessity of introducing ELPs in academia from learners’ perspectives. A mixed method approach was employed to collect data using an online survey (n = 257) and semi-structured interviews (n = 10). The participants were female Saudi EFL learners undertaking undergraduate and post-graduate academic programs in Saudi higher education English departments. The main findings of the study suggest that ELPs do not exist in these departments, and that students are highly motivated to engage in designing these policies. The implications of this study are also discussed.