The current study identifies and discusses the adjustment challenges facing Arabian Gulf Students (AGSs) that may affect their English performance (EP) in intensive English programs (IEPs) in the United States. The current study uses student departure theory to lead the theoretical framework and incorporates Student Adaptation to College Questionnaire (SACQ) and Social Integration Questionnaire (SIQ) to lead the methodology of this study. The mixed-method investigation with multi-location sampling examined 160 AGSs, enrolled full-time in different IEPs in the U.S. during the spring semester of 2019. The AGSs participants were from Iraq, Kuwait, Saudi Arabia, Qatar, Bahrain, the United Arab Emirates, and Oman. A pilot study preceded the final study to obtain AGSs' insight on the questionnaire items and time consumption. In the final study, the participating students completed a demographic information questionnaire as well as the SACQ and SIQ for the quantitative segment of this study. Face-to-face and Skype interviews followed as the qualitative segment of the proposed study. Data analyses included several methods. The questionnaire results were analyzed by inputting data into IBM Statistics Package for Social Sciences (SPSS) Statistics. The interview responses were analyzed within a phenomenological approach by finding common themes within the interview responses. The findings shed light on the needs and means of helping AGSs succeed in achieving high levels of English proficiency in IEPs in the U.S.
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Doctor of Philosophy (Ph.D.)
College of Community Innovation and Education
School of Teacher Education
Education; Teaching English to Speakers of Other Languages
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Al Jabbawi, Mais Flaieh Hasan, "A Mixed-Method Examination of the Impact of Academic, Social, and Personal-Emotional Adjustment on the English Performance of Arabian Gulf Students Studying in American Intensive English Programs" (2019). Electronic Theses and Dissertations. 6447.
Restricted to the UCF community until August 2019; it will then be open access.