An An Alternative Model for English Language Teaching in Saudi Arabia: The Horizontal Model Based on the CEFR

Abstract

Abstract

Objectives: This study aimed to introduce and evaluate an Intensive Horizontal Model for English language teaching in Saudi public schools. The model is grounded in the Common European Framework of Reference for Languages (CEFR), with aim of improving language acquisition by integrating listening, speaking, reading, and writing skills into  thematically focused weekly units, promoting deeper engagement and faster learning compared to traditional methods.

Methods: A descriptive-analytical approach was used, beginning with a literature review to inform the model’s theoretical framework. A questionnaire was developed in consultation with a panel of CEFR experts.  Its validity and reliability were tested through a pilot administration involving 50 English instructors. Participants were selected via stratified random sampling.. The model’s effectiveness was then evaluated using a mixed-methods design, which included  formative classroom observations with CEFR-based rubrics

Results: Classroom observations confirmed successful skill integration and interaction.  Over 85% of teachers reported improved skill integration, increased student participation, and strong alignment with CEFR goals. However, some participants noted a need for enhanced teacher training to support the model's implementation.

Conclusions: The Intensive Horizontal Model is an effective approach for English language teaching in Saudi Arabia. To ensure scalable and sustainable implementation in line with Vision 2030, it is recommended that national curriculum guidelines be aligned with the model, targeted teacher resources be developed, and ongoing assessment and support systems be established.

Keywords: Intensive Horizontal Model, CEFR, Integrated skills, English language teaching, Saudi Arabia.