Abstract
Preparatory Year Programs (PYP) at Saudi universities are meant to narrow the gap between high school and tertiary education. Improving English language proficiency and skills among newly admitted university students is also a major objective of these programs. However, PYP programs do not achieve much outside the ordinary to set students on the road to the university. In particular, low-level English language proficiency and poor language skills are still apparent among most PYP students. Hence, this study is an attempt to conceptualize some of the challenges and obstacles faced by both English as a foreign language( EFL) teachers and students at the PYP program at a Saudi university. The study then develops a paradigm that can improve EFL practices and pedagogies within similar PYP programs. A number of 48 EFL teachers within the PYP program participated in the study, and then challenges were categorized into six subcategories relevant to the context of the study. Teacher participants' feedback was formulated into a developmental paradigm. The study used a questionnaire with open-ended questions. Results were analyzed using a qualitative descriptive research method. Findings of the study can be implemented by policymakers and educators within PYP programs.