Addressing the Challenges and Complexities of Teaching English in Saudi Higher Education: Insights through a Sociocultural Lens

This study examines the challenges and possibilities of incorporating sociocultural theory (SCT) into English as a Foreign Language (EFL) teaching in Saudi higher education, drawing on findings from multiple empirical and theoretical studies focused on the Saudi context. The review identifies key themes, including current pedagogical practices, cultural and religious factors, limited teacher preparation for sociocultural approaches, and the impact of institutional policies. It also explores learner expectations, identity formation, and the role of technology and assessment. The study highlights tensions between traditional methods and socioculturally informed practices and stresses the importance of contextual adaptation. Findings emphasize the need for professional development, culturally relevant strategies, and policy support to enhance student engagement, motivation, and effective communication. The study concludes by offering recommendations for practice and future research to bridge the gap between theory and application in Saudi EFL classrooms.