ELT international accreditation in the Saudi HE realm: Does it really improve language educational quality?

Abstract

English language teaching (ELT) international accreditation in this paper is understood as an “internationalized approach to quality assurance” and academic practices through which language institutions worldwide measure their students’ learning and benchmark their policies, curricula, pedagogies and program outcomes with global (predominantly Western) institutions. Informed by the above understanding of ELT international accreditation, this study uses the European Association for Quality Language Services (EAQUALS) accreditation project as a case example to explore the experiences of three transnational (i.e., Indian, Pakistani and Algerian) TESOL teachers working in a Saudi university dubbed Snow University (SU; a pseudonym). The data emerged from the following sources: (1) autobiographical narrative; (2) analysis of the EAQUALS accreditation manual; (3) reflective journals; and (4) semi-structured individual interview. The findings reveal that the participants were well informed about why the SU needs international accreditation. They saw it as offering global reach to the university’s programs. Yet their reflections on the project showed that mutual benefits and recognition are missing. For them, the process of gaining accreditation offered the opportunity for them to reflect on their everyday realities at different levels including epistemological positions, classroom pedagogical practices, and ethical and professional responsibilities. This study concludes with some critical reflections and a call for further studies on international accreditation in Saudi Arabia