Abstract

The paper aimed to investigate the teaching competencies implemented by instructors to enhance EFL students at Taif University in Saudi Arabia. The first two questions discussed the degree of implementing the teaching competencies, which either enhance or hinder learning. The third and fourth questions were an attempt to examine if there were any significant differences at (a=0.05) due to instructors’ qualifications and years of experience. The researcher developed an observation checklist to investigate the degree of implementing the competencies. There were four domains: preparation, instruction, assessment, and educational climate. The findings of the first two questions showed that preparation and educational climate include the competencies where the instructors displayed satisfactory performance. However, instruction and assessment include the competencies which were rarely or not demonstrated. The results of the third question showed that there were significant differences. However, there were no significant differences due to years of experience. The findings of the first two questions could be due whether or not instructors have undergone professional development to equip them with the competencies required to enhance students’ learning. The results of the third question could be due to the fact that instructors having a diploma after the bachelor degree helped them make difference. The result of the fourth question could be due to the educational context that didn’t support instructors’ years of experience.

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