Abstract

This study explored the extent to which teachers of English as a Foreign Language (EFL) adopt and implement active learning strategies in their classrooms. The study, also, examined the obstacles encountering high school teachers to use active learning and it delved further into exploring the participants’ recommendations to mitigate these obstacles. The study followed a quantitative methodology. Sixty-six EFL teachers (Male n=22 and Female n=44) from Jeddah in the Kingdom of Saudi Arabia participated in this study. The researchers used an electronic custom-designed, 19-items rated on a five-point Likert scale questionnaire, for ease of dissemination and data collection. The findings revealed that the degree of employing active learning was medium (54.8%). However, 55% of the participants responded that they encountered some acute obstacles to implementing active learning in their classrooms. The findings showed no statistically significant differences attributed to gender, experience, and training about using active learning, obstacles, and recommendations to overcome the obstacles. The study discusses some of the obstacles to implementing active learning and concludes with some recommendations to the Ministry of Education to reinforce active learning in the education system of EFL contexts.

This work is licensed under a Creative Commons Attribution 4.0 License.