Correlating English language proficiency levels and perceptions of educational experience among Saudi EFL learners in preparatory year programs using Dundee Ready Education Environment Measure (DREEM)

Abstract

This study investigated the relationship between Saudi EFL learners’ English language proficiency levels and their perceptions of the educational experience in the Preparatory Year Program using the Dundee Ready Education Environment Measure (DREEM). This study employed a mixed-method approach to explore learners’ perceptions of the educational environment using the DREEM survey with 225 female participants across three proficiency levels. Follow-up interviews were conducted with 20 learners to gain deeper insights into their experiences. The findings revealed that Saudi EFL learners in their first year held more positive than negative perceptions of their educational environment, as evidenced by a mean score of 2.92/4 and predominantly positive perceptions across the five sub-scales of DREEM. The chi-square statistical analysis indicated a significant relationship between proficiency levels and perceptions of the educational environment, with advanced-level learners perceiving it as excellent in 16% of cases, compared to 6.7% for intermediate learners and 22% for beginners. Notably, only 49.3% of beginner-level learners perceived the environment as more positive than negative, but 22.7% considered it excellent. The study identified some problematic areas, such as authoritative teachers and the need for a better support system for stressed students. The findings have important pedagogical implications for English language teachers, teacher trainers, and policymakers.

Keywords

• Saudi EFL learners’ proficiency levels
• EFL learners’ perceptions
• educational environment
• Preparatory Year Programs
• Dundee Ready Education environment Measure (DREEM)
• Sustainability Education, Training & Leadership