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The primary purpose of this research paper has been to argumentatively and critically scrutinize how ELT and Vision 2030, due to their relational nature, have mutually impacted each other through the visible paradigm shift from the relatively long-established system of Teaching and learning English in the Kingdom to the 2030's educational target needs. In other words, the authors of this research investigate whether ELT influences the Saudi Vision regarding foreign language education or vice versa. The authors of this paper have based this research on their background knowledge and theoretical concepts underpinned by existing literature and research article analysis.The authors have found out through methodologies, curricula, Course contents, and course specifications that English Language Teaching has been considered one of the primary keys to achieving the Saudi Vision's clearly stated objectives. Due to the holistic approach of this Saudi strategic vision, the authors have discovered that English language teaching and English as a Foreign Language have not been sidelined but still appear to be moving at a very lethargic pace. Hence, there is an urgent need for the Saudi Arabia educational authorities to come up with ways to face some constraints weighing heavily on the vision’s success. In addition, this theoretical research has scrutinized the giant steps that Saudi Arabian authorities have been making in transitioning from a hybrid English Language Teaching system trapped for a long time in several sociocultural constraints to a more tailored and customized model in line with Vision 2030 target needs.
Ndiaye et al. (Thu,) studied this question.