Bridging the gap: a study of academic language-learning needs of Saudi international students

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dc.contributor.authorAlkutbi, Douaa
dc.contributor.supervisorHuang, Li-Shih
dc.date.accessioned2018-10-01T19:09:17Z
dc.date.available2018-10-01T19:09:17Z
dc.date.copyright2018en_US
dc.date.issued2018-10-01
dc.degree.departmentDepartment of Linguisticsen_US
dc.degree.levelDoctor of Philosophy Ph.D.en_US
dc.description.abstractUsing quantitative and qualitative research methodologies, the current study examines Saudi students’ perspectives, coupled with EAL instructors’ views, regarding Saudi students’ English language-learning needs. Two data collection tools were used, a questionnaire and semi-structured interviews. The study (N = 172) included samples of EAL learners (n = 127) and EAL instructors (n = 45) both in Saudi Arabia and Canada, Victoria. The mismatch between the skills identified as important and areas identified as needing support by the learners, in addition to the divergence between learners’ and instructors’ perceptions, underscores the necessity of triangulation when using needs analysis to discover language-learning needs. The study delineates oral communication (i.e., being able to interact by using the language appropriately and efficiently) as a language-learning need identified by both Saudi students and their language instructors. Quantitative (skill ratings) and qualitative (responses to open-ended questions and interviews) data suggest that both students and instructors view writing as a challenging area for Saudi English-language learners. The results also indicate issues that contribute to the challenges faced by Saudis in the process of learning English. Findings show the importance of educational background and cultural differences in the students’ language development. Responses report that reading is devalued in the Saudi educational system and Saudi culture in general. Hence, both Saudi students and instructors in Canada pinpointed reading as an area needing support. Based on the key findings, it is evident that the language-learning needs of Saudi students are shaped according to the requirements of their immediate study context and their prospective goals. The study contributes crucial findings about participants’ perceptions of the importance of skills and their assessment of skills status in Saudi Arabia and Canada. In addition to the implications for English language learning in Saudi Arabia, these findings can be informative for educational institutions and practitioners in the English-speaking world. Most importantly, the multi-level analysis confirms that language learning needs are context-specific.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/10126
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectNeeds Analysisen_US
dc.subjectSaudi Langauge Learnersen_US
dc.subjectSecond Language Acquisition (SLA)en_US
dc.subjectEnglish for Academic Purposes (EAP)en_US
dc.titleBridging the gap: a study of academic language-learning needs of Saudi international studentsen_US
dc.typeThesisen_US

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