English language learning challenges facing Saudi students in America - Thesis Proposal Example

English Language Learning Challenges facing Saudi in America English Language Learning Challenges facing Saudi in America Abstract America has registered an increase in the number of international students enrolling in the educational institutions over the past few years. The study herein determined the experience of the international students of Saudi origin in academic settings. The research utilized a qualitative interview approach and found that the Saudi students face challenges such as academic challenges, cultural adjustment, and social isolation. My suggestion is that the international students form English Second Language (ESL) club in the respective university. Many international and Saudi students will benefit from the club and will be able to improve their language and speak fluently. I will also give this project to the International Office and the ESL program director so they can apply it to help international students in learning English. Introduction The demand for internalization and globalization of the world has resulted in cross-border student mobility. Consequently, the United States has recorded an increase of international students seeking admission places in its universities. A report revealed that America recorded a five percent increase in the number of international students admitted to the learning institutions (Al-Mahrooqi & Denman, 2015). Most of the students were of the Asian origin with Saudi Arabia and China topping the list. The international students get admission slots in various universities and colleges across the US. The international students play a major role in creating diversity and internalization of the classrooms and campuses (Lippman & Council on Foreign Relations, 2012). The students share the different experiences regarding culture thereby enhancing a mutual appreciation of cultural diversity. The United States, therefore, should positively embrace the international students and welcome them to the universities and colleges because of the contributions they bring at different levels including cultural exchange (Raddawi, 2014, Moraya, 2013). However, the Saudi students experience many academic and linguistic challenges while at the United States. The academic challenges experienced include communicating with the lecturers, instructors and staff (Raddawi, 2014). They thus have to deal with social isolation when interacting with different groups of people. They find it difficult to learn and do their activities according to the American culture. Nevertheless, the students have devised ways majorly derived from the university to combat the challenges they face in learning and communicating in the English language while in the US. Despite the contributions of cultural diversity and proper international relations associated with the international students, the students experience great challenges in learning and speaking the English language (Nutta & Bautista, 2010). Often, the Saudi Arabian students get most challenged since their numbers in the United States’ learning institutions has increased and continue to increase rapidly (Al-Mahrooqi & Denman, 2015; Ryan, 2012). The Saudi students usually arrive in the United States with low levels of English language knowledge. Additionally, the students possess cultural values that have a potential of complicating their chances of learning English language in the American classrooms (Kinloch, 2011). The increase in the number of Saudi Arabian students in America is a result of the King Abdullah Foreign Scholarship Program. The Saudi Arabian cultural mission administers the scholarship program (Ramady, 2010). The program aims at enhancing mastery of the various western languages, one being the English language. The students also take additional undergraduate and graduate programs predominantly science and engineering related. Problem Statement The King Abdullah’s Foreign Scholarship Program has facilitated an influx of Saudi Arabian students in the US learning institutions. The students enroll in these institutions to learn English language and other science and engineering related courses. The United States faculty members report a lack of appropriate methods of working with the international students compared to the domestic students. The Saudi students, therefore, struggle academically to compete effectively with the domestic students in class work and out of class activities. Key Terms International Student: is a person who travels to another country different from their country to get an education. The Saudi students traveling to America to pursue education classify as international students. Second Language Learning and Acquisition: is the process by which a person acquires and learns a second language different from the language they learned after birth. Purpose Statement The poor results registered by international students studying in American institutions are a concerning issue that the State should address. The research explores the challenges facing the international students, especially the Saudi Arabian students studying in the United States in learning and acquisition of the English language. Theoretical Perspective The Saudi Arabian students studying in the United States experience an inevitable cultural shock once they land in the country. Behaviorist theory explains the changes better. Behaviorists believe that once a particular person is exposed to a new language, and they practice it with consistently with encouragement, they will eventually master all the complexities that make up the language. The second theory relating to learning and acquisition of the second language is the innatist theory. The theory argues that second language learners approach learning the same way as the natives (1st learners). Stephen Krashen formulated a simple model explaining the theory beginning with the acquisition and learning the hypothesis. The learners subconsciously pick up the language. Secondly, the learners monitor the language by editing what they write and say. The learners then first learn to apply the use of grammatical structures incorrectly. Fourthly, the learners get exposed to the language beyond their current understanding. However, they can decipher the meaning of the texts. The learners then actively filter the language and are more fluent in both written and conversational language. It is, however, important to note that stress and anxiety prohibit the learners from grasping the new language. Significance of the Proposal As previously stated, the study will explore some of the challenges faced by the Saudi students in the United States while studying English language. The study will explore the main causes of the challenges that the students face. Moreover, the study will formulate possible ways to address the challenges and easier ways to help the students effectively learn the language. References Al, Z. A. A. (2012). The role of motivation in the L2 acquisition of English by Saudi students: A dynamic perspective. Southern Illinois University Carbondale. Print. Al-Mahrooqi, R., & Denman, C. (2015). Issues in English education in the Arab world. Newcastle upon Tyne: Cambridge Scholars Publishing. Print. Cruz, B., & Thornton, S. (2013). Teaching social studies to English language learners (2nd ed.). New York: Routledge. Print. Kinloch, V. (2011). Urban literacies: Critical perspectives on language, learning, and community. New York: Teachers College Press. Print. Lippman, T. W., & Council on Foreign Relations. (2012). Saudi Arabia on the Edge: The Uncertain Future of an American Ally. Washington, D.C.: Potomac Books. Print. Moraya, A. A. (2013). The influence of culture and cultural background knowledge on Saudi students English language learning. Southern Illinois University Carbondale. Print. Nutta, J., & Bautista, N. (2010). Teaching science to English language learners. London: Routledge. Print. Raddawi, R. (2014). Intercultural communication with Arabs: Studies in educational, professional and societal contexts. New York: Routledge. Print. Ramady, M. A. (2010). The Saudi Arabian economy. New York: Springer. Print. Ryan, J. (2012). Cross-cultural teaching and learning for home and international students: Internationalization, pedagogy and curriculum in higher education. Routledge. Print. Read More