The Level of Technology use in the Saudi Arabian Secondary School English Language Classroom

Abstract

This qualitative case study explores the use of technology in an English language program in a male secondary school in Riyadh, Saudi Arabia. The qualitative case study uses the Technical Acceptance Model, constructivism and sociocultural theory  to evaluate the level of usage of technology in the ESL classrooms. The research adopts a qualitative approach collecting data from teachers and students through semi-structured interviews, focus groups  and classroom observations. The research occurs within the context of educational reform mandated in Vision 2030. The Saudi Arabian Ministry of Education (MOE) is seeking to introduce digital technologies into the classrooms. The research identified that this has not occurred and that a text-book approach orientated towards the grammar translation model (GTM) remains. There has not been the expected shift to the pedagogy of communicative language teaching (CLT). The MoE needs to make significant changes if this shift is to occur.