شبكة المعلومات العربية التربوية

The purpose of this mixed-method study was to investigate how non-matriculated Chinese and Saudi students perceive their language learning experiences in an ESL context in a U.S. University. Specifically, it examines how each group perceives differences in language teaching methods and language learning environment between their native communities and the United States during the language learning process. The study also seeks an answer about how those differences influence the nature and pace of their linguistic development of each group. Both Chinese and Saudi speaking students have quite distinctive learner characteristics, and this research will delve into how their experiences and perceptions compare in regards to their English Education. Different types of data sources, such as online survey questions and participant interviews were collected and analyzed in order to get some answers to the research questions of this dissertation. The findings in general showed that both Chinese and Saudi students face several challenges in and around language learning environment. This study also revealed that language teachers and administrators have critical roles while addressing the educational and social needs of these students. To a large extent, their knowledge, actions, and awareness over the cultural identities of these two student groups were the critical factors that determined the overall quality and the pace of language learning experiences. (Author’s abstract)