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Since the work of Gardener and his associates in the 1950s, the role of motivation in learning a second language has continued to interest researchers. Previous studies on L2 motivation, were largely based on product oriented models of motivation, which tends to view motivation as a static phenomenon. Recently, however, there has been a shift in emphasis from a study of L2 motivation as a product to its study as a process. The methodological framework of this study was based on Dörnyei and Otto's (1998) Process Model of L2 Motivation. This model proposed that the construct of motivation is not static and changing in nature and influenced by many internal and external factors during learning process. The previous studies that analyzed the motivational variables in the Saudi EFL settings have not investigated the temporal nature of motivation in L2 learning. Using qualitative methodology, the current study aimed to investigate how motivation in English L2 learning changed over time for Saudi students. The participants were seven Saudi students at a mid-western University in the U.S. They had all first begun learning English in Saudi Arabia and had later come to the U.S to pursue their undergraduate or graduate studies. The participants were interviewed on an individual basis using a semi-structured interview format. They also completed a language history questionnaire. The transcripts of the audio-recorded interviews were analyzed using the tools of thematic analysis. Specifically, the participants' oral narratives were analyzed for emerging themes and patterns relating to the development of their motivation for English language learning. The results of this study revealed the temporal and changing nature of motivation in learning English for Saudi students. The emerging themes/patterns related to motivational fluctuations included the learning environment, the role of teacher, economic factor, standardized English tests (e.g. TOEFL and IELTS) and the role of an effective person in enhancing or ceasing the motivational abilities of students learning English. The thesis concluded by discussing implications for future work in this interesting area of research.

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The purpose of this mixed-methods study was to examine the stressors that Saudi students experience while studying in the United States and their impact on academic performance. The study found a considerable amount of stress as a consequence of cultural differences, lack of social integration, the academic environment, and inadequate orientation. Based on the findings, the researcher recommended several strategies for improving the experiences of Saudi students at American universities. These recommendations include better interactions between the staff/administrators and students, more social events for the Saudi students and their families, and more opportunities to interact with American fellows inside and outside the classroom. The researcher also recommends that colleges and universities improve the relevance of course and program assignments for the Saudi students as well as the administrative support, mentoring relationships, and orientation programs they provide to these students.

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Care is an essential need for human beings, especially students who spend extensive time at school. The goal of this study is to qualitatively explore Saudi university students’ perceptions of teacher care in the US. Fourteen male and female Saudi students at a large Midwestern US university were interviewed. This study offers a literature review about Saudi students’ cultural backgrounds, which make studying their educational experiences more understandable. Several themes emerged from the research data including cultural differences, learning a new language, help and support, making connections, and caring teachers as role models. Recommendations for US American teachers, Saudi Ministry of Education, and future research are offered.