Inadequate Staffing and Large Class Sizes in Saudi EFL and Translation Programs: An Integrative Analysis of Empirical Studies

Abstract

Although a plethora of studies investigated the issues of teacher shortage and large class sizes, few studies explicitly connected teacher shortages with large class sizes in higher education language and translation programs, particularly within the Saudi context. This gap is significant because inadequate staffing and large enrolments are not isolated issues, but they form a structural cycle that directly affects instructional quality, student achievement, and faculty workload. To address this gap, this study conducted an integrative analysis of four empirical studies by the author, published between 2004 and 2008, which collectively investigate the issues of inadequate staffing and large class sizes in Saudi EFL and translation programs. These studies provided a unique longitudinal perspective on a persistent problem that continues to shape instructional conditions in the 2020’s. Three studies investigated the staffing of language and translation departments 2004 to 2008 at 7 universities and one study on large student enrolments in the language and translation at King Saud University. The integrative analysis revealed that All studies documented inadequate staffing in language and translation departments, with faculty–student ratios exceeding recommended international benchmarks. Departments were found to rely heavily on part time or temporary instructors, particularly in high demand skills courses. Enrolment data showed large class sizes, especially in General English and core language skills courses, where enrolments frequently exceeded 1,000 students across multiple sections. Specialized translation courses also faced sustained pressure, with median enrolments above 100 students per course. These findings demonstrate that the structural challenges identified in the mid 2000s, began to improve towards 2018 and in the 2020’s largely due to the King Abdullah Scholarship Program. Here, two notable shifts occurred: class sizes declined, mainly due to COVID-related instructional restructuring, and the increasing number of Saudi faculty returning from graduate studies abroad. These developments contributed to gradual improvements in staffing and enrolment conditions. The study gave several recommendations to help create sustainable instructional environments that support effective language and translation pedagogy. Further studies about the current staffing and student enrolment status at language and translation programs at state and private universities in the Saudi context are still open for further investigation in the future.