A Hybrid Curriculum Framework for Developing Content, Sequence and Methodology in the Saudi EFL Context

Sami Ali Nasr Al-wossabi


English is the dominant language of international communication. Therefore, language teachers worldwide use several language teaching methods and curriculum design approaches to create a learning environment that promotes significant and continuous improvements in their students’ language proficiencies. However, many of these teaching methodologies and curriculum content designs may not always be suitable and effective across every EFL teaching and learning setting. To this end, this paper takes into consideration such concern and advocates the use of a specific framework for developing a hybrid curriculum specifically designed for EFL students enrolled in the preparatory year at Jazan university. The aim is to meet students’ immediate needs and common interests of using their L2 meaningfully and purposefully inside and outside the university settings. The framework is built around thematic and text-based content in addition to the ESL integrated skill textbook currently used by teachers. This course outline may inform Saudi language policymakers to adopt a hybrid curriculum that also involves instructional themes that address students’ immediate needs and, therefore, gives them a motive to use L2 in real-life contexts.

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DOI: https://doi.org/10.5430/wjel.v12n8p345

World Journal of English Language
ISSN 1925-0703(Print)  ISSN 1925-0711(Online)

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