Abstract
The present study aims at investigating the attitudes and perceptions of the Saudi EFL learners about the non-Arab non-native EFL teachers i.e. the Pakistani EFL teachers teaching English language in the Saudi Universities. These teachers neither share the L1 (Arabic) of the Saudi EFL learners nor they are the Native English Speaking (NES) teachers. This is a seminal study in the sense that it focuses on the non-Arab non-native(Pakistani) EFL teachers and investigates whether their inability to speak English as a native speaker (NS) or to speak Arabic as the L1 of the Saudi EFL learners is an advantage or a disadvantage in teaching English to the Saudi EFL learners. The results show that although the English language program (ELP) administrators prefer to hire the NES teachers, the Saudi EFL learners do not necessarily prefer the NES teachers to the non-Arab non-native (Pakistani) EFL teachers. Instead, they believe that both native and non-native English language teachers complement each other. It is the qualification and professional preparation that is more important than being a native or a non-native English language teacher.