Investigating the Academic Enablers and Hindrances of English Language Learning for Saudi EFL Secondary School Students

This study investigates the key academic enablers and hindrances in English language learning from the perspectives of Saudi secondary school EFL students and their instructors.It also aims to identify actionable suggestions for improvement.A mixedmethods research approach is employed, sequentially combining quantitative and qualitative data collection.The quantitative phase utilized a questionnaire administered to 760 Saudi secondary school EFL students to gauge their perceptions across various enablers and hindrances.The qualitative phase involved semi-structured interviews with Saudi EFL instructors to gain in-depth contextual understanding.The results revealed a dichotomy where students perceived their teachers as highly supportive and the classroom environment as motivational, yet they faced significant systemic barriers.The most pronounced challenges were a curriculum perceived as difficult, large class sizes, and a profound lack of confidence in speaking English, indicating severe foreign language anxiety.The interviews with instructors corroborated these findings, identifying curriculum misalignment, logistical constraints, and affective filters as primary hindrances, while highlighting their own efforts to create supportive climates through feedback and technology.Based on the integrated findings, five major recommendations are proposed: reforming the curriculum to integrate authentic, communicative tasks; providing teacher training on cooperative learning strategies to manage large classes; establishing extracurricular clubs to foster low-anxiety language practice; reviewing grading policies for greater transparency and perceived fairness; and continuing the strategic integration of technology to enhance engagement and resource access.