Examining Language Attitudes and Identity among Saudi EFL Undergraduates: A Mixed-Methods Study

Abstract

Before beginning any kind of educational or instructional activity, it is standard practice to have a discussion with students about their points of view. This discourse should take place well in advance of the activity. Therefore, this is because the students are the major focus of the educational process. This research explores the perspectives of Saudi students from all university disciplines that are taught in English as foreign language, such as medicine, sciences, engineering, management, economics, and others. In addition to this, the perspectives of the students on the history of the English language are taken into account. In addition to this, it investigates the variables that have an impact on the outcomes that are associated with the activities that the students participate in. A favorable attitude toward the process of gaining English language skills was shown by the persons who participated in the study, as indicated by the outcomes of the research. In addition, the replies of the students demonstrate that they have viewpoints that are somewhere in the middle about the approach to learning about the culture that is being targeted. It is necessary to give students an environment that is favorable to learning, according to the findings of the study that was conducted. When it comes to the process of designing and delivering lessons, instructors of English as a foreign language (EFL) are expected to putting the interests of their students at the center of their agenda. The sample consisted of 555 students who submitted the questionnaire “Language Attitudes and Identity Questionnaire: Exploring Perspectives of Saudi EFL Undergraduates”. This questionnaire was divided into five distinct sections. Cronbach's Alpha coefficients has been used for reliability and validity of the questionnaire. Independent-sample t-test results present the comparison of language orientation among students.