This article provides a critical analysis and historical overview of English as a Foreign Language (EFL) acquisition and learning among Saudi adults. It traces the evolution of EFL education in Saudi Arabia from the early 20th century to the present, highlighting key developments in curriculum, teaching methodologies, and policy. The review identifies numerous linguistic, educational, cultural, psychological, and environmental challenges encountered by adult Saudi EFL learners, such as limited vocabulary, inadequate teacher training, anxiety, and insufficient exposure to the language. The paper also discusses the primary motivations for English language acquisition, including professional advancement, academic requirements, economic development aligned with Saudi Vision 2030, and the desire for international communication and access to scientific knowledge. Concluding with practical implications, the article suggested that addressing these barriers through updated curricula, enhanced teacher training, and increased research on underexplored language skills will improve EFL outcomes for adult Saudis and support national goals.
Aloairdhi et al. (Mon,) studied this question.