A Qualitative Analysis of Pre-service and In-service Training Programs at Saudi Arabia's Technical and Vocational Training Corporation

The primary aim of this study is to critically examine and analyze the perspectives of English for Specific Purposes (ESP) instructors regarding pre-service and in-service training programs at the Technical and Vocational Training Corporation (TVTC) in the Kingdom of Saudi Arabia.

Also, it investigates EFL educators' responses to ESP changes in technical training settings. This could be rewritten for greater clarity. Furthermore, the research examines how EFL educators respond to changes in ESP within technical training settings.

This could be rewritten for greater clarity. Furthermore, the research examines how EFL.

The research also investigates EFL educators' responses to ESP changes in technical training settings. Employing a qualitative methodology, data were collected through semi-structured interviews, providing insights into instructors' experiences and professional development needs. The target population for this study comprises all English language trainers at the Technical and Vocational Training Corporation (TVTC) in the Kingdom of Saudi Arabia (KSA). They were 110 trainees. Therefore, the sample represents 10% out of all. This approach revealed significant gaps potentially impeding effective ESP instruction. The study acknowledges limitations in data input volume and addresses challenges such as resource scarcity, lack of specialized content, and limited continuous professional development opportunities, examining their implications for ESP advancement. This research contributes to the existing literature on teacher training within TVET while proposing actionable strategies for enhancing TVTC training protocols. In conclusion, this study reveals a pressing need for comprehensive reform in the preparation and ongoing professional development of ESP teachers at the Technical and Vocational Training Corporation (TVTC) in Saudi Arabia. The findings call for a more targeted, flexible, and continuous approach to teacher training that addresses the unique challenges of ESP instruction in technical and vocational contexts. Implementing these changes could significantly enhance the quality of ESP instruction, ultimately better preparing students for the linguistic demands of their future professional environments.