English as a Foreign Language in Saudi Arabia: Learners’ Evaluation of Their Language Experience

Abstract

This study focused on the understudied emotional side of learning. Specifically, it aimed at understanding the quality of the English learning journey of seven Saudi Arabian college students. For this purpose, a survey was conducted first to collect personal data, sociolinguistic data, curricular and other experiences in the path of learning English. Then, this was followed by three qualitative instruments to collect data presented in narratives, journals, and interviews. Qualitative data were analyzed inductively and deductively by thematic analysis. It was found that participants evaluated their English language learning journey in college using more positive emotional states than negative ones. These states, both positive and negative, affected participants’ reactions towards their English experience, with pleasant encounters boosting their motivation and unpleasant encounters decreasing their motivation. Moreover, results indicated that participants were dissatisfied with their English language skills, even though they seemed to focus more on their successes than on their failures. The resulting insights can assist teachers in understanding the importance of a positive and supporting English language learning environment and its impact on increasing learners’ performance and motivation.