Abeer Alharbi
Department of English, College of Education, Majmaah University, Al-Majmaah 11952, Saudi Arabia
Najwa Almazroei
Department of English, College of Education, Majmaah University, Al-Majmaah 11952, Saudi Arabia
Reema Alfaleh
Department of Accounting and Taxes, Applied College, Majmaah University, Al-Majmaah 11952, Saudi Arabia
Sultana Alsubaie
Department of Kindergarten, College of Education, Majmaah University, Al-Majmaah 11952, Saudi Arabia
Munirah Almutairi
Department of Human Resources, Applied College, Majmaah University, Al-Majmaah 11952, Saudi Arabia
Yasmin Alruwibkh
Department of Kindergarten, College of Education, Majmaah University, Al-Majmaah 11952, Saudi Arabia
English language education has become increasingly vital in non-English-speaking countries, driven by globalization and the demands of the international economy. In Saudi Arabia, enhancing English proficiency is one of the most important aspects of educational reform emphasized by Vision 2030. This study examines the perceptions of 420 kindergarten and elementary school teachers, Saudi Arabia, regarding early English education for young learners aged 4 to 8. Using a structured questionnaire, the study reveals strong support among teachers for early English instruction, with 77% agreeing that every child should master at least one foreign language. Additionally, 86% of respondents believe that English should be introduced in primary school to establish a solid foundation for language mastery. Multiple regression analysis identified significant predictors of teacher support, such as teaching experience, educational qualifications, and regional location. Teachers with more experience and higher qualifications were more supportive of early English education, with greater support seen in urbanized areas. The findings also highlight the significance of English proficiency in the context of economic globalization. A total of 88% of teachers recognize that English is necessary for global communication and competitiveness. The study concludes that teacher perceptions align with the goals of Vision 2030, highlighting the strategic importance of early English education in Saudi Arabia's educational reforms. It further highlights the need for ongoing professional development for teachers and increased parental involvement to ensure the positive implementation of early English programs. These insights are critical for informing educational policies and practices that support Saudi Arabia's broader socio-economic objectives.
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Copyright © 2024 Abeer Alharbi, Najwa Almazroei, Reema Alfaleh , Sultana Alsubaie , Munirah Almutairi , Yasmin Alruwibukh
This is an open access article under the Creative Commons Attribution 4.0 International License.
