Developing a Critical Understanding of Local and Global EFLMaterials: a case study of a Saudi University

This study provides a more nuanced understanding of the role of global and locally-developed, EFL learning materials in a Saudi university. It focuses on the nature of the materials and the differences between them. The study aims to: (1) analyse the content of locally developed and global materials. (2) investigate the development of local materials in this context, (3) consider end-user perspectives on both types of materials, and (4) explore the impact of the locally developed and global materials on teachers’ professional development. This study adopts a mixed-methods case study approach. It is interpretivist and constructivist in nature. Employing both qualitative and quantitative data collection methods, the research analyses and evaluates the content of the materials. In addition, semi-structured interviews with members of the curriculum committee, focus group interviews with 60 teachers, and follow up individual, semi-structured interviews with 15 teachers, plus an online questionnaire, completed by 102 learners, provide invaluable insights to address the research questions.

Analysis of the local materials reveals their hybridised nature which the binary labels of ‘local’ vs ‘global’ fail to capture. The findings also reveal that developing local materials may offer certain advantages, such as greater flexibility for teachers to develop and tailor their materials to learner needs, cultural relevance, and alignment with institutional requirements. Yet, the process can be challenging in terms of time, effort and expertise, and this may affect the quality of the materials. Global coursebooks, in contrast, often provide a variety of resources, a standardised structure, and multicultural topics and benefit from professional editing.

Participants in this study expressed their preference for global coursebooks to be used alongside local materials, as both types of materials complement each other and bring certain benefits for the Saudi context. Teachers reported that both types of materials broadened their pedagogical content knowledge (PCK) and enhanced their reflective practice. They also emphasised that developing local materials had enhanced their confidence in materials writing, improved their writing and evaluation skills, and increased collaboration with their colleagues, compared to using the more readily available global coursebooks.

This study offers several implications for material developers, policymakers, and educators. It highlights the importance of adopting a flexible curriculum design that integrates both local and global materials to maximise learner language learning development. It also advocates a more dynamic and iterative approach to material selection, where end-users are involved in making decisions. A key recommendation in this study is to enhance teacher training programs to equip teachers with the skills to adapt both local and global materials effectively, which is often a neglected area in teacher professional development.