Exploring EFL Teachers’ Perceptions of CLIL and Its Implementation in the Saudi EFL Context

  •  Uzma Manzur Hashmi    


This study aims to explore the perceptions of English as Foreign Language (EFL) teachers about the notion of Content and Language Integrated Learning (CLIL) in the Saudi EFL contexts. The veteran EFL teachers share their views regarding the application and implementation of CLIL approach. This study has looked into this issue from an interpretivist lens employing qualitative data collection technique, i. e. semi-structured interviews. The data were collected from 10 EFL teachers. The qualitative data were thematically analyzed that led to four major themes. The key findings reveal that CLIL is not a frequently used concept in this part of the world; however, its usefulness and effectiveness are recognized by the participants who also express their views about the pros and cons and other practical constraints that might affect the implementation of CLIL programs in the Saudi EFL context. One of the major issues that teachers have highlighted is the training programs that should encompass the idea of CLIL and train EFL teachers on the latest teaching skills to upgrade their pedagogical repertoire. Based on the findings, the study has suggested directions for the future researchers to fill the gap in the existing literature and investigate the phenomenon of CLIL in more depth in order to acknowledge its significance in the light of the Vision 2030.

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