In today's world, knowledge is power; it is the capital that has the ability to transform nations. The Kingdom of Saudi Arabia (KSA) has oil, giving it huge revenue that can be invested into the development of the country. Despite the massive expenditure to develop Saudi higher education, the question of the quality of teaching and learning is still debatable (Alkhazim, 2003). In particular, the low level of English language competency among the graduates of many higher Saudi higher education institutions is of concern to observers, as these graduates are not confident in using the global lingua franca that is widely used in international higher education as well as in the production of knowledge. The aim of this research is to explore student learning experiences in the English as a Foreign Language (EFL) programme in Qudar University for Health Science (QU-HS) in KSA from three perspectives. The first is the institutional influence of QU-HS on student learning experiences using aspects of institutional theory. The second analysis examines the students' family educational background, using the notion of cultural capital. The final viewpoint is provided by analysing students' interaction with the teaching approaches used in the EFL programme in this university. Thus, the main research question of this study is ‘How do students experience teaching and learning in the EFL programme in QU-HS?' In order to address this research question, a case study approach within the paradigm of interpretivism was used. The data was obtained through semi-structured interviews and observations of teachers and students. Documents related to the context of the study were gathered and analysed. The data was collected and analysed in accordance with the three main themes: the policies of QU-HS in relation to the EFL programme, students' family backgrounds, and the teaching approaches used by EFL teachers in the programme. The first key findings of this study came from the analysis of the policies that the university adopted in relation to its EFL programme. It was found that these policies influence: (1) the use of English language as the medium of instruction and communication, (2) the different provisions of the EFL programme, and (3) the recruitment of EFL instructors. These policies have impacted on the EFL programme and this then affects the students' learning experiences. The second set of key findings emphasised the influence that family educational background has on the students' learning experiences in the EFL programme. The absence or presence of a family educational background significantly influences the way students approach their learning. The final key findings of this study stress the significant role played by teaching approaches in shaping the students' learning experiences. The Communicative Language Teaching (CLT) approach encourages active engagement and more independent learning practices, whilst the Grammar Translation Method (GTM) ascribes a more passive and teacher-dependent nature to the way students learn. Such teaching approaches impact differently on the students depending on how students approach their learning. The findings of this study will contribute to the debate about teaching and learning in Saudi higher education by raising awareness about learning and the factors influencing the students' learning experiences in this specific context, which could then be used to inform studies in other contexts. Also, the conclusion of this study will help to inform future programme planning as well as EFL teacher training in Saudi higher education and elsewhere. This study highlights to the research community the importance of exploring teaching and learning in Saudi higher education and suggests avenues for further research which can contribute to theories of teaching and learning in higher education.

Thesis (Ph. D.)--University of Washington, 1983. / Vita. Bibliography: leaves [302]-308.

Thesis (M.A.)--al-Maʻhad al-ʻĀlī lil-Dirāsāt al-Islāmīyah, Bayrūt, 1984. / Includes bibliographical references (p. 407-416).

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This thesis concentrates on the study of the archaeology of the Jawf region, including excavations in various sites, and also a comprehensive survey of the sites and monuments throughout the region. The thesis is divided into nine chapters.Chapter I deals with the history of the Jawf during the pre-Islamic periods. In the first part of this chapter, the Assyrian campaigns against Dumat al-Jandal are studied. The rest of the chapter is devoted to the history of the region during the Babylonian, Nabataean and the Roman and Byzantine periods. Chapter II focuses on the history of the area during the early Islamic period and the conquest of Dumat al-Jandal by Khalid b. al-Walid during the caliphate of Abu Bakr. Chapter III is dedicated to the study of the various accounts of Dumat al-Jandal by the early Arab geographers. Chapter IV deals with the trade routes which passed through the Jawf and the implication of the caravan trade on the history of the region. Chapter V investigates the pre-history of the Jawf region and examines the unique site of al-Rajajil to the south of Sakaka. Chapter VI is devoted to the study of the excavations results in the sites of al-Tuwayr, Dumat al-Jandal and the Muwaysin castle.The arch aeological materials which have been discovered were compared with similar materials from various sites in Jordan, Syria, Iraq and Eastern Arabia. Chapter VII concentrates on the architecture within the Jawf region and gives a full description of the various monuments and the different building techniques and materials used. Chapter VIII focuses on the study of the early Arabic inscriptions which are found in the region. We discuss their palaeography, historical importance and their parallel with some of the published materials from various parts of the Islamic world. Chapter IX is a study of the pottery from various sites in the Jawf. The first part of this chapter discusses the ware types and vessel types of the pottery from the Tuwayr and Dumat al-Jandal sites, while the second part is a pottery catalogue. In addition, this thesis also contains three appendices: the first is an examination of the well of Saysarȁ at Sakākā; the second investigates the walled enclosure of Dumat al-Jandal; and the third is a glossary of Arabic terms associated with the architecture.

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