EFL College Programmes In Egypt And Saudi Arabia: Advantages And Difficulties In Intercultural Instruction

The study by Mekheimer and Fageeh (2024) investigates the integration of intercultural education within English as a Foreign Language (EFL) college programs in Egypt and Saudi Arabia. The authors underscore the significance of intercultural competence in not only enhancing language proficiency but also in fostering effective communication across diverse cultural backgrounds. Through surveys conducted with EFL teachers and students from King Khalid University in Saudi Arabia and Beni Suef University in Egypt, the research highlights a strong consensus on the importance of embedding cultural elements into language instruction. However, the study also identifies several challenges, including limited resources, inadequate training opportunities for instructors, and cultural considerations that affect the inclusion of diverse cultural content in the curriculum.

Despite recognizing the numerous benefits of intercultural education, such as improved critical thinking, empathy, and communication skills, both educational settings encounter obstacles in its implementation. Teachers report difficulties related to time constraints, the availability of appropriate teaching materials, and the necessity to balance cultural content with language proficiency goals. Additionally, some students express concerns about the adequacy and relevance of cultural instruction, particularly in literature courses that may not fully encompass the cultural contexts of the target language. The authors advocate for enhanced professional development, better resource allocation, and comprehensive curriculum reforms to effectively incorporate intercultural education into EFL programs. By addressing these challenges, the study emphasizes the potential for intercultural competence to significantly enrich language learning experiences and prepare students for meaningful global interactions.