EFL Teachers’ Perceptions and Beliefs About a Professional Development Programme at an English Language Institute at a Saudi Arabian University

This research study, based on qualitative design, reports the findings from native and non-native university English language teachers’ perceptions beliefs with regards to a professional development programme they attended in their teaching context where work at an institute (ELI) that is part of Saudi university. The sample consisted five male as Foreign Language (EFL) teachers who were involved intensive EFL courses Preparatory Year Programme (PYP). In this semi-structured interviews utilized data collection method. Analysis revealed all had wide understanding some essential issues related development. Most these supported adopting obligation policy teacher involvement programme. On other hand, several participants voiced few concerns towards available activities are marked by being irresponsive needs, inadequate for unhelpful them reflect practice. Also, highlighted absence role implemented findings, however, indicated found group discussion useful enriching learning experiences. Furthermore, pinpointed provided suggestions future improvement study context. Their tackled trainer’s competence, needs analysis setting agenda programs.