Linguistic Awareness or Grammatical Competence: What Dominates the Saudi Undergraduate EFL Classroom?

Globalization leading to massive geopolitical changes around the world has made it meaningful reconsider state of English education in Saudi Higher Education Institutions gain a realistic understanding their role and contribution preparing native Arabic speaking EFL learners establish themselves as global citizens. This study weaves twin axes linguistic awareness grammatical competence by evaluating these factors random sample student participants (N= 120) from Hail University, KSA. They are exposed two remotely administered tests first which measures skills English. In addition, is measured using participants’ acceptability judgements four types syntactical constructions deeper language awareness. Results show that just 17% could correctly answer grammar test while 83% them answered incorrectly. Further, judgement test, students syntax with rare collocations (Yes=52.7%, No=47.3%), unusual collocation (Yes=41.3%, No=58.8%), frequent (Yes=49.2%, No=50.8%), wrong (Yes=5.2%, No=94.8%). Language being cognitive, social, cultural construct, comparative analysis results obtained kinds data likely bring spotlight on dominant component university classroom, hence, help identify precise need be boosted.