Saudi Students while Learning English - Research Proposal Example

Abstract The aim of the study was to investigate whether SA context has significant effects on Saudi students' SLA. Four research questions were proposed to guide in achieving the research objectives. The questions probed whether the Saudi students in Ireland think that learning English in Ireland (SA context) is more effective than learning in Saudi Arabia (AH context), the factors that impact their language learning acquisition during study abroad, and whether the students only benefit from second language acquisition. The study used qualitative case study research design to determine the views of the students. Data was collected from observations and in-depth interviews. The participants included 4 Saudi students aged between 19 and 35 years who have studied English Language in Ireland for more than 6 months. The five-step data analysis method used encompassed meaning condensation, categorisation of meaning, structuring of narratives, interpreting meaning, and generating meaning. Inferences from the findings indicate that Saudi students believe that learning English in Ireland is more effective than learning in Saudi Arabia. It is also validated that learning English within the SA context is more practical and effective than within the AH context. The factors found to impact language learning during study abroad include individual differences in terms of personality, motivation, learning approaches, attitude, and proficiency level. Other than language acquisition, the learners experience changes in motivation, attitudes, willingness to communicate as well as cultural understanding. It is concluded that learning English in Ireland has significant positive impacts on Saudi students' second language acquisition (SLA). Correspondingly, learning English in Ireland is more effective than learning in Saudi Arabia. The study yielded significant recommendations. First, the Saudi students should be encouraged to live with the Irish host families, or non-Arab roommates. The language centres (ELCs) should link the second language learners to controlled social media groups. Saudi Cultural Attaché (SCA) should limit the number of students assigned to a class within the study abroad setting to be less than 50 percent and encourage students to spend their holidays within the SA setting. Introduction The spread of English as an international language has imposed new trends in an age of globalisation where learners of the language require a new set of interpretive and critical skills to take part in the international political, cultural, social and technological exchanges (Tochon, 2009). Originally, globalisation has been perceived as an economic phenomenon that involves the rising interaction of integration of national economic systems through capital flow, investment and international trade (Wu & Dan, 2006). Lately however, the meaning has expanded to also include international political, cultural, social and technological exchanges between different people or nations. Globalisation and growth in international educational exchange Indeed, with globalisation, a growing interest in learning of the English language as a second language (L2) has been increasingly reported (Seargeant & Erling, 2011; Wu & Dan, 2006). As noted by Liton (2012), the growth of international education has intensified since the 1970s, particularly in higher education. In the early mid-20th century, a small number of people from different countries, especially from an elite society, studied internationally. In the post-War period, during the Cold War, international education grew as Europe, USSR and the United States expanded their influences by educating students from developing countries. The dependence of international education on the spread of English is however limitedly acknowledged, although it was a precondition to the shifts that occurred during the 1970s. Structural elements, such as changing geopolitical circumstances that triggered growth in demand for higher education in the rapidly developing countries, with limited capacity to prove it, were among the shifts (Tochon, 2009). In Saudi Arabia for instance, English has become the lingua franca of international trade, science and research, and business, specifically following the growth of international information and communication technology (Al-Khairy, 2013). However, the motivation of the individual students as well as their families is equally significant in the growth of international education and the growing need to learn English language. Consequently, many students look to gain an international qualification that may improve their future career prospects in their homeland (Snyder & Beale, 2012). According to Al-Khairy (2013), this kind of education is offered in English language and in English Speaking countries. SLA in Saudi Arabia and Abroad While English is viewed to play a crucial role as the medium of instruction in some of these arrangements, specifically Anglophone countries, the effects of study abroad (SA) contexts on second language learning (SLA) have continued to be downplayed. Among the factors that have triggered English in L2 learning include Saudi Arabia’s economic booming, growth in Education investment and investment in scholarships abroad, such as the King Abdullah Scholarship Program (KASP). The King Abdullah Scholarship Programme (KASP) that was unveiled in Saudi Arabia in 2005 has increased the number of students studying abroad, specifically in countries where English is needed to attain a pre-determined level of proficiency before admission to a local university (Jaidev, 2010). The Kingdom of Saudi Arabia (KSA) acknowledges that higher education advancement is closely linked to national development (ICEF, 2012). Basing on this principle, KSA adopted the Saudi Employment strategy in 2009, such as the “Saudization’ policies targeted at limiting dependence on foreign workers (Kono, 2013). Indeed, KSA’s 2009 annual financial report shows that some 90 percent of private sector occupations are held by expatriates. Part of the long-term plan to improve employability and skills of the Saudis has been investing hugely in education. Among the current programs that support the strategy is the King Abdullah Scholarship Program (KASP) that was launched in 2005 (ICEF, 2012). In 2013, KASP was estimated to be funding an estimated 150,000 Saudis’ education worldwide (Kono, 2013). The 2013 World Education Services’ (WES) analysis shows that the top study destinations for Saudi students have been English speaking countries such as the United States and United Kingdom. For instance, some 62,000 Saudis students were enrolled in U.S.A higher education institutions as of 2013 (HM Government, 2013). The English proficiency acquired by students who study abroad through the KASP programs has been acknowledged by KASP as potentially helping drive Saudi Arabia’s future economic development and growth (Kono, 2013). Liton (2012) states that English may or may not be a nation’s official language. For instance, In Middle Eastern countries such as The Kingdom of Saudi Arabia (KSA), English is emerging as the principal foreign language encountered at the workplace, in universities, colleges, and schools. Indeed, the objective of Teaching English as a foreign language (TEFL) in the Kingdom has been defined in the Saudi Policy of Education. Article No. 50 of the education policy states: “Furnishing the students with at least one of the living languages, in addition to their original language, to enable them to acquire knowledge and sciences from other communities and to participate in the service of Islam and humanity” (Liton, 2012, p.131). The article lays out the main pillars of teaching English as a foreign language in Saudi Arabia to be an important subject taught in the country’s public schools, universities and colleges. This however has also fuelled an ongoing debate on whether students who study English abroad are better placed to learn the language compared to those who study at home (Liton, 2012, p.131). An important variable affecting the extent and nature through which learners acquire second language (l2) is the learning context (Collentine, 2009). This describes whether the learning occurs within the setting in which the second language learning is productive, or where the first language (L1) is productive. Researches in second language acquisition (SLA) suggest that L2 learning occurs in three key contexts, which vary in functional and sociological terms (Diaz-Campos, 2004). The foreign language (FL) classroom of at home setting (AH context) takes place within the domestic setting of the first language. Here, learners use the L2 in classroom and for academic purposes (Jaidev, 2010). The intensive domestic immersion context involves increasing the functional purposes of the second language when learners are required to make an agreement to refrain from using L1 (Collentine, 2009). Lastly, the study abroad context occurs abroad where the second language is spoken by the native speakers. The present study is interested in AH setting and SA setting. Rationale for the study Research has provided deep insights into the reality that English language teaching within the Arab world has not generated the desired results and that they lack English language skills. Additionally, it has been reported that despite the phenomenal efforts by the Saudi Arabian government, the desired level of English language proficiency cannot be attained whether at the university level or pre-university level in Saudi Arabia. A growing body of researches also continues to restate the idea that learning of the English language within study abroad (SA) context is more beneficial than at home (AH) context. In respect to L2 learning in AH setting and SA setting by Saudi Students, concerns regarding why a large number of Saudi students spend between 3 and 5 years studying in the UK and come back with university degrees yet they have poor English language skills pervades the ongoing scholarly debate. Despite this, few researches have empirically investigated the issue (Al-Sibai, 2012). Indeed, SCA researchers and theorists pondering the problem have questioned whether one can live for up to 5 years in a host country and still fail to acquire the native language (Liton, 2012). Similarly, concerns have been raised regarding why Saudi students acquire English languages skills faster in the United States compared to United Kingdom. Thus far, second language theorists have only provided simplistic explanations of what motivates second language learners and failed to give sufficient attention to the multi-faceted contexts within which the learners are placed, and in turn influence their confidence and motivation and the extent to which they learn the target language. These form the background of this study. The aim of this present research is to investigate whether SA context has a considerable effect on Saudi students' SLA. The study seeks to answer the following questions through 4 case studies of Saudi students. T Do Saudi students think that learning English in Ireland (SA context) is more effective than learning in Saudi Arabia (AH context)? According to their views, what are the factors / issues that impact their language learning experience during study abroad? Is it only language acquisition they gained? What other significant things they may gain along with the language? References Al-Khairy, M. (2013). English as A Foreign Language Learning Demotivational Factors As Perceived By Saudi Undergraduates. European Scientific Journal 9(32), 365-382 Al-Sibai, A. (2012). Saudi grads from UK struggle with English. Saudi Gazette. Retrieved: Collentine, J. (2009). Study abroad Research: Research: Findings, Implications, and Future Directions. Retrieved: Diaz-Campos, M. (2004). Context of Learning in the Acquisition of Spanish Second Language Phonology. Studies in Second Language Acquisition, 26(2), 249-273. HM Government (2013). International Education – Global Growth and Prosperity: An Accompanying Analytical Narrative. London: Department for Business, Innovation and Skills ICEF. (2012). Enormous Saudi Scholarsip Programme Extended to 2020. Retrieved: Jaidev, R. (2010). Investing in Learning English: A Case of Three Saudi Students in Singapore. Reflections on English Language Teaching, 10(1), 25-42 Kono, Y. (2013). Globally Mobile Saudi Students: Agents of Economic, Social & Cultural Transformation? Mobility Monitor. Retrieved from World Education News & Reviews (WENR) website: Liton, H. (2012). Developing EFL Teaching And Learning Practices In Saudi Colleges: A Review. International Journal of Instruction 5(2), 129-138 Seargeant, P. & Erling, E. (2011). The discourse of ‘English as a language for international development’: Policy assumptions and practical challenges. London: The British Council Snyder, I. & Beale, D. (2012). The role of English in international education. Monash University. retrieved: Tochon, F. (2009). The Role of Language in Globalization: Language, Culture, Gender and Institutional Learning. International Journal of Educational Policies, 3(2), 107-124. Read More

Globalisation and growth in international educational exchange Indeed, with globalisation, a growing interest in learning of the English language as a second language (L2) has been increasingly reported (Seargeant & Erling, 2011; Wu & Dan, 2006). As noted by Liton (2012), the growth of international education has intensified since the 1970s, particularly in higher education. In the early mid-20th century, a small number of people from different countries, especially from an elite society, studied internationally.

In the post-War period, during the Cold War, international education grew as Europe, USSR and the United States expanded their influences by educating students from developing countries. The dependence of international education on the spread of English is however limitedly acknowledged, although it was a precondition to the shifts that occurred during the 1970s. Structural elements, such as changing geopolitical circumstances that triggered growth in demand for higher education in the rapidly developing countries, with limited capacity to prove it, were among the shifts (Tochon, 2009).

In Saudi Arabia for instance, English has become the lingua franca of international trade, science and research, and business, specifically following the growth of international information and communication technology (Al-Khairy, 2013). However, the motivation of the individual students as well as their families is equally significant in the growth of international education and the growing need to learn English language. Consequently, many students look to gain an international qualification that may improve their future career prospects in their homeland (Snyder & Beale, 2012).

According to Al-Khairy (2013), this kind of education is offered in English language and in English Speaking countries. SLA in Saudi Arabia and Abroad While English is viewed to play a crucial role as the medium of instruction in some of these arrangements, specifically Anglophone countries, the effects of study abroad (SA) contexts on second language learning (SLA) have continued to be downplayed. Among the factors that have triggered English in L2 learning include Saudi Arabia’s economic booming, growth in Education investment and investment in scholarships abroad, such as the King Abdullah Scholarship Program (KASP).

The King Abdullah Scholarship Programme (KASP) that was unveiled in Saudi Arabia in 2005 has increased the number of students studying abroad, specifically in countries where English is needed to attain a pre-determined level of proficiency before admission to a local university (Jaidev, 2010). The Kingdom of Saudi Arabia (KSA) acknowledges that higher education advancement is closely linked to national development (ICEF, 2012). Basing on this principle, KSA adopted the Saudi Employment strategy in 2009, such as the “Saudization’ policies targeted at limiting dependence on foreign workers (Kono, 2013).

Indeed, KSA’s 2009 annual financial report shows that some 90 percent of private sector occupations are held by expatriates. Part of the long-term plan to improve employability and skills of the Saudis has been investing hugely in education. Among the current programs that support the strategy is the King Abdullah Scholarship Program (KASP) that was launched in 2005 (ICEF, 2012). In 2013, KASP was estimated to be funding an estimated 150,000 Saudis’ education worldwide (Kono, 2013). The 2013 World Education Services’ (WES) analysis shows that the top study destinations for Saudi students have been English speaking countries such as the United States and United Kingdom.

For instance, some 62,000 Saudis students were enrolled in U.S.A higher education institutions as of 2013 (HM Government, 2013). The English proficiency acquired by students who study abroad through the KASP programs has been acknowledged by KASP as potentially helping drive Saudi Arabia’s future economic development and growth (Kono, 2013). Liton (2012) states that English may or may not be a nation’s official language.

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