Abstract
This study investigates the effect of teaching approaches on students' English language learning at King Abdulaziz University (KAU). Moreover, it is an endeavor to know the difference between students' interaction with the teaching approaches used by Non-Native English Speaking (NNES) lecturers and those used by Native English Speaking (NES) lecturers. A documentary review, observations, and semi-structured interviews with lecturers and students served as the data sources of this study, as per the qualitative case study approach. The interactions with students and teaching approaches of the lecturers varied in accordance with their native tongue- NNES lecturers and NES lecturers. The findings have revealed that the level of students' interaction was less during the lectures delivered by NNES lecturers due to the adoption of a teacher-centered approach. Significantly, the level of students' interaction was high during the lectures delivered NES lecturers. This is due to the fact that NES lecturers adopted a learner-centered approach.