Abstract
Many factors shape the nature of EFL learning in Saudi Arabia, such as the community, culture, religion, teaching and learning practices, and the learners' primary language - Arabic. A key factor is the Saudi community which, according to Alrahaili (2014) is a collective and religious tribal community with strong conservative tribal traditions, tribal alliances, and family ties. AJ-Saraj (2014) pointed out that the strong conservative and religious traditions of the Saudi community have made Saudi culture resistant to changing or adopting new ways of life including learning English - despite the increasing need for Saudi individuals to learn this language. Previous research that has investigated this issue (AJ-Seghayer 2014; Al Dameg 2011; Elyas & Picard 2010; Mahboob & Elyas 2014) has confirmed a widely held misconception that learning English may affect the learning of Arabic - especially at younger ages - or may undermine local Saudi culture, customs, and identity. Despite the widely recognised benefits of early exposure to language instruction, Saudi public elementary schools do not introduce English until the fourth grade (at age nine), not in the first grade (at age six), because of community concerns that English language instruction will affect the Islamic or Arabic identity of young students (Elyas 2008). As AJ-Seghayer (2014) emphasised, the fear that English will impact Arabic use and may erode Arabic culture, customs, and identity demotivates some Saudi learners from attempting to learn English and in turn affects their L2 academic achievement.
1st ed.