Exploring the Vocabulary Knowledge of EFL Teachers in Saudi Public Schools

Abstract

The present study investigated the nature of the vocabulary levels of male and female EFL teachers in Saudi schools and identified the receptive and productive vocabulary knowledge between male and female EFL teachers in Saudi schools. The study adopted a quantitative approach and collected the data through an online version of receptive and productive vocabulary knowledge tests. The findings revealed that male and female EFL teachers had low levels of vocabulary knowledge. Further, the findings revealed that EFL teachers at Saudi schools typically possess higher receptive vocabulary levels than productive vocabulary. The findings also indicate that gender substantially influences the vocabulary knowledge of EFL teachers. Finally, the study provides several implications and recommendations for further studies.