Intercultural Adjustment and Adaptation of Saudi Arabian International ESL Students Enrolled on UK English Courses

Abstract

This PhD thesis investigates the intercultural adjustment and adaptation of Saudi Arabian nationals enrolled on English as a second language (ESL) courses in the United Kingdom (UK), addressing their experience as reflected in three main dimensions: academic, psychological and sociocultural. The study aim is to provide as complete a picture as possible of this group of sojourners’ experience in the study abroad context. The study investigates the relationships between the contributory factors suggested by Schartner and Young (2016) and Gardner (2010) and the three adaptation dimensions (academic, psychological and sociocultural) and how they affect Saudi students learning English in the UK over time. The study was carried out in the UK with Saudi ESL students studying at a number of English language institutions in different cities. A longitudinal, mixed-methods approach was adopted in two phases. First, quantitative questionnaires were administered to 177 students early in the academic year (T1) and to 110 students from the same sample in a follow-up wave later in the year (T2). Second, three phases of qualitative interviews were conducted with 19 students to explore issues identified in the questionnaires in greater depth and students’ adjustment over time. The study reveals that English language ability, attitudes towards learning, pre-arrival knowledge of the host country, emotional stability and socioemotional support are the five primary factors that influence Saudi English language learners’ outcomes in the UK, reflecting the three adaptation dimensions: academic, sociocultural and psychological. In addition, the three phases of the study exploring the students’ adjustment over time present distinct patterns of positive and negative orientations. The positive orientation concerned the students’ use of coping strategies and support mechanisms, which helped them make positive changes. The negative orientation concerned issues the students faced in adjustment that persisted or worsened over their sojourn. Finally, the study proposes a model for examining Saudi ESL students’ intercultural adaptation and adjustment in the UK. Practical implications are highlighted for the Saudi academic sponsors, host institutions in the UK and Saudi English students.