Individual differences among Saudi learners of English as a foreign language an exploratory correlational study of learning styles, affective factors and English proficiency and performance
This thesis critically examines two distinct differences among learners of English as a foreign language (EFL) in Saudi Arabia: their learning styles (specifically, perceptual learning styles, peer collaboration and tolerance of ambiguity (TA) and the affective factors (namely, anxiety, motivation and self efficacy) that influence their learning. This mixed methods study builds systematically and methodically on the little that is known about these variables among Arab learners of EFL. Its originality lies in it being the first study to explore the interrelationships between six major learning styles and affective factors in an EFL learning context. To achieve this, three self developed questionnaires were distributed to 334 freshman students at a public university in Saudi Arabia. Semi structured interviews were also conducted with 20 learners. Findings revealed that the participants were multimodal, exhibited a moderate preference for peer collaboration and were moderately tolerant of ambiguity. They also showed moderate levels of anxiety, motivation and self efficacy. Importantly, all six variables were significantly related to English proficiency and/or performance. Furthermore, all correlations between learning styles and affective factors were significant, except those between peer collaboration and self efficacy and between TA and motivation. The thesis concludes with a discussion of theoretical, practical and research implications of the findings.