Saudi University Undergraduates’ Language Learning Attitudes: A Preparatory Year Perspective

The present study is a comprehensive investigation of the attitudes of Saudi freshmen studying at Taif University towards various dynamics of English language teaching/learning process. Findings seem to have significant implications for English language pedagogy considering the fact that the results of this study provide a detailed survey of psychological underpinnings of Saudi EFL learners at the university level. The purpose has been to better understand the Saudi EFL undergraduate learners’ attitudes towards various dynamics of English language pedagogy so that much sought after goal of effective English language learning may be facilitated. The data were drawn from randomly selected 176 freshmen undergraduates who joined Taif University Preparatory Year Program (PYP) for the academic year 1433/1434. A 5-point Likert-scale questionnaire was developed to identify the participants’ attitudes towards ‘English language’, ‘the culture of English-speaking countries’, ‘English language teaching/learning’, ‘the teachers’ role’ the learners’ role’ and ‘the role of mother tongue (Arabic) in ELT’. The participants of this study exhibited positive attitudes towards English language, native speakers and the culture of English-speaking countries indicating that they bear intrinsic motivational orientations along with strong extrinsic ones. The findings also revealed that the participants preferred to have intensive practice of the target language instead of simple memorization and do not like that Arabic is used in their ELT classes. In addition, some recommendations have been offered such as frequent use of audio-visual teaching aids, interactive activities, pair/group work, online resources etc.