Language Instructors’ Perceptions on the Utilization of English as an International Language in English-Speaking Instruction

Abstract

This study examined the attitudes of English as an International Language (EIL) instructors in Saudi Arabia and its impact on their beliefs. A blend of qualitative and quantitative approaches was used. The collection of quantitative data was done through a Likert scale questionnaire, while the collection of qualitative data was done through semi-structured interviews. For the quantitative data, participants responded to around 50 % of the questions, viewed a short film, and then responded to the remaining questions. The short film introduced the participants to the notion of EIL. The sample comprised 66 university-level English as a Foreign Language (EFL) teacher teaching in a Saudi university. Then, to get a deeper comprehension of the responses, four participants, consisting of two male and two female EFL instructors, were interviewed. The quantitative data were analyzed by using SPSS. The qualitative data were analyzed manually. Findings from this study indicated that most participants had positive views about EIL, with 74.2% agreeing they received enough English instruction for EIL training and 68.3% considering EIL in classroom activities. In addition, academics appeared receptive to EIL speaking training, arguing that English is a communicative language regardless of the accent. The study suggests that exposure to EIL-speaking instruction positively affects teaching practices and increases students' confidence. The findings suggest that instructors should be introduced to the EIL concept to enhance pedagogy, encouraging students to focus on developing their speaking skills in general.