What are the obstacles that adult Saudi female students may face in practicing English language outside the classroom?

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Introduction:

The study aimed to examine the attitudes and opinions of female Saudi Arabian university students regarding practicing the English language outside of the classroom. This study has also attempted to provide a guideline for the educational system of Saudi Arabia, offering a schematic for the appropriate teaching of English relevant to current society and which encourages students to employ their knowledge of the English language outside of their classes.
 
Research questions:
 
The research questions presented in this study are:
 
1- What are the Saudi students' preferences related to an effective approach to practicing the English language outside the class?
 
2- What causes Saudi university students to avoid practicing English outside of the classroom?
 
3- To what extent does the Saudi Educational system affect Saudi university students’ practice of English outside of class times?
 
Methodology:
 
A mixed-method approach would be adopted in order to address the questions and meet the research objectives of this study. Data will be collected with both closed-ended and open-ended questionnaires and open-ended interviews
 
Literature review:
 
Cotterall (2000) suggests that sets of activities offering effective development of autonomy to students must provide a comprehensive framework for direction without compromising the learner’s actions. To enhance a student’s learning in either the tutoring or learning role, there is a necessity for responsibility and enablement. As Cotterall and Crabbe (1999: 141) point out, this is motivated by a spirit of inquisition pervading a formalised structure of learning, with enough room to cater for every student’s unique attitudes.