On the other hand, the study results reveal that the EFL classrooms in Saudi universities are not conducive for the task-based language teaching (TBLT) because most of the classes have large sizes. From the findings, the article recommends that EFL courses in Saudi Arabia must be designed in such a manner that integrate the needs of the learners, standards and that the course contents must cover issues like social-cultural factors of the students. One of the imminent strengths of the article is the reference to the background information on the challenges of teaching EFL in Saudi Arabia. In this case, the background information identifies a gap in research that the study has successfully filled. Another of the article strength stems from a detailed review of the literature to ascertain the claims that are later made in the discussion sections of the article and as such, used to make the necessary information for courses of actions to be taken for the effective teaching of EFL in Saudi Arabia. Moreover, the article engages in a primary research through questionnaire surveys that offers more accurate data on the status of EFL teaching in the Saudi Arabian universities. A research methodology gives the direction of collecting and analyzing data in research and in this case, the authors have applied the right methodology for the study. The survey questionnaires focused on the EFL university level teachers with vast experience in language teaching.