From the Classroom to the Global Stage: Enhancing Saudi EFL Pedagogy through the Lens of Sociocultural Theory

Abstract This paper explores the applications of Sociocultural Theory (SCT) to English as a Foreign Language (EFL) learning in Saudi Arabian higher education. Grounded in Lev Vygotsky's principles, SCT views language acquisition as a socially situated process involving interaction and collaboration. Given the cultural context of Saudi Arabia, EFL learners face unique challenges that complicate the attainment of language proficiency. Drawing on extensive personal experience in the Saudi education system, this study identifies cultural factors impeding effective language learning and proposes solutions rooted in SCT. Key concepts such as social mediation and the Zone of Proximal Development (ZPD) are examined in relation to their impact on second language acquisition. The paper argues that overcoming cultural barriers requires employing collaborative activities, scaffolded instruction, and culturally responsive teaching methods. By integrating interactive instructional techniques and enhancing students' exposure to English-speaking cultures, educators can boost student engagement, motivation, and proficiency. This study aims to provide practical recommendations for leveraging SCT to improve EFL outcomes for Saudi Arabian learners. Keywords: Sociocultural Theory (SCT), second language acquisition (SLA), English as a Foreign Language (EFL), Saudi Arabian education, Lev Vygotsky, social mediation zone of proximal development (ZPD), collaborative learning scaffolded instruction, culturally responsive, teaching language proficiency, cultural barriers, interactive instructional techniques, student engagement, language, learning motivation.