Inclination of Teachers to Implement Outcome-Based Education in English Courses in Saudi Universities

Abstract

This study examines the inclination of English teachers in different Saudi universities to implement outcome-based education (OBE) in their English courses. OBE represents a nontraditional educational approach that depends on setting clear outcomes at both course and program levels. This approach emphasizes student competency through theoretical and practical demonstration of these outcomes with clear evidence of performance. OBE is a student-centric pedagogy that prioritizes students’ benefits. The present study employed a survey as a data collection method, and the data were subsequently analyzed using IBM SPSS. The survey included three main dimensions: learning, teaching, and measuring students’ performance (assessment), all of which are directly linked to the tenets of OBE. Participants in the survey were exclusively English language academic staff currently employed in different universities across Saudi Arabia. The study included participants from various Saudi institutions located in different regions to ensure broader representation and more comprehensive analysis. The findings of this investigation show that English teachers working in Saudi universities are inclined toward implementing OBE. Also, the findings demonstrate that biodemographic factors, such as gender and age, as well as other professional aspects such as job title, academic rank, or institutional affiliation, do not interfere with teachers’ inclination toward OBE implementation. In conclusion, the study demonstrates a positive attitude among English teachers toward OBE, emphasizing its viability and potential applicability in the Saudi higher education context.