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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Khaloufah Alshehri
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DOI:10.17265/1539-8072/2016.06.001
College of Telecom and Electronics, Jeddah, Saudi Arabia
The current study endeavours to examine the extent to how authenticity, usage, and intensity of native English instruction impact EFL students behaviourally and linguistically at the preparatory year programme in CTE, where students undertake an intensive English course for one year. The programme is managed by an American company called Interlink and is entirely staffed by native English teachers. The implementation of this English instruction encompasses motivational, pedagogical, and administrative challenges that hinder its practicality for positive and achievable learning outcomes. To this end, this paper will attempt to address the sociolinguistic and historical profile of EFL in Saudi Arabia in order to present an overall picture of this study’s context.
EFL, AYP, intensive, authentic, pedagogy, linguistic, students’ needs
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