[01] Syed M. Reza, Engineering College, Jazan University, Jazan, Saudi Arabia.

This study focuses on a critical analysis of attitudes amongst preparatory year Jazan University students in the Kingdom of Saudi Arabia towards English in a predominantly Arabic Language Context. The purpose of this study is the gage whether these attitudes are positive. This is done by conducting questionnaires and focus group interviews with my students from the preparatory year of the Engineering College. Three themes are predominantly covered here; namely the importance of English as a precursor to positive attitudes among students, the role of the education system on their attitudes and lastly socio-linguistics and its role in the development of positive attitudes. The attitudes were generally found to be positive. There were however some reasons for not harboring positive attitudes. Many of them were found to be sociolinguistic in nature such as the rural versus urban binary and the lack of immersion in society. For reasons of graduation and employment, many students generally found that English was of importance. This study will enable course designers and educators to customize their lessons for many Saudi students.

Attitudes, English, Arabic, Urban, Rural, Students, Education, Positive

[01] Alhmadi, N., 2014. English speaking learning barriers in Saudi Arabia: A Case Study of Tibah University. Arab World English Journal. Volume 5 (Number 2), pp. 38-53. [02] Al-Ahaydib, M. E. 1986. Teaching English as a foreign language in the intermediate and secondary schools of Saudi Arabia: diagnostic study. PhD thesis. Kansas: University of Kansas. [03] Al-Asmari, A. and Khan, M. 2014. World Englishes in the EFL Teaching in Saudi Arabia. Arab World English Journal. Volume 5 (Number 1), pp. 316-325. [04] Al Hajailan, D. T. 2003. Teaching English in Saudi Arabia. edition 1424-2003. Riyadh: Aldar Alsawlatiah. [05] Al-Harthi, S. 2014. The impact of positive views on language learning and pupil's construction of L2: Imagined communities, possible selves, and investment in language learning. Arab World English Journal. Volume 5 (Number 2), pp. 70-86. [06] Creswell, J. W. 2003. Research design: Qualitative, quantitative, and mixedapproaches. Second Revised ed. London: Sage Publications Ltd. [07] Eusafzai, H. 2013. L2 Motivational Selves of Saudi Preparatory Year EFL Learners: A Quantitative Study. Arab World English Journal. Volume 4 (Number 4), pp. 183-201. [08] Herron, C. and Seay, I. 1991. The effect of authentic oral texts on student listening comprehension in the foreign language classroom. Foreign Language Annals. [09] Holmes, J. 2001. An Introduction to Sociolinguistics. Harlow: Pearson Education Limited. [10] M., Atkinson, K. and Atkinson D. 2003. Language and Power in the Modern World. Edinburgh: Edinburgh University Press. [11] Maherzi, S. 2011. Perceptions of classroom climate and motivation to study English in Saudi Arabia: Developing a questionnaire to measure perceptions and motivation. Electronic Journal of Research in Educational Psychology. Volume 9 (Number 24). pp. 765-798. [12] Moores-Abdool, W. et al. 2011. Learning Preferences of Saudi University Students with Native English Speaking Teachers. TESOL Arabia Perspectives. Volume 18 (Number 3), pp. 18-24. [13] Rahman, M. 2011. English Language Teaching in Saudi Arabia: A Study of Learner's Needs Analysis with Reference to Community College, Najran University. Language in India. Volume 11. pp. 367–461. [14] Shah, S. et al. 2013. Factors impacting EFL Teaching: An Exploratory Study in the Saudi Arabian Context. Arab World English Journal. Volume 4. pp. 104-123. [15] Wallace, M.J. 1998. Action Research for Languages. Cambridge: Cambridge University Press. [16] Weirsma, W. 1995. Research methods in education: An Introduction. (6^th Ed.). Needham Heights: MA: Simon & Schuster.