Study abroad and identity: a longitudinal study of Saudi female learners of English in Ireland

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dc.contributor.advisor Howard, Martin en Alsufyan, Arwa 2019-08-22T11:42:01Z 2019 2019
dc.identifier.citation Alsufyan, A. 2019. Study abroad and identity: a longitudinal study of Saudi female learners of English in Ireland. PhD Thesis, University College Cork. en
dc.description.abstract Although many studies have investigated the influence of studying abroad on the identities of L2 learners, none have looked at Saudi female identity development during a study abroad sojourn. This study considers the voices of Saudi female study abroad learners of English in relation to the positive and negative experiences they had in Ireland. Using semistructured interviews, the narrative data of six students were collected every three months over a period of nine months. Two frameworks, the facets of identities (Benson et al., 2013) and second language identity and the spectrum of intergroup identity negotiation (Ting-Toomey & Dorjee, 2014), were used to qualitatively demonstrate their identity changes. Findings are presented thematically, with the themes of social interaction, anxiety about events at the language institute, and the benefits of the study abroad experience recurring in the participants’ data. Mini-case studies for each participant show their individual identity changes in relation to the three themes. Generally, the lack of intercultural competence between teachers and learners was believed to be the cause of their negative experiences. All participants agreed that (1) they expanded their love for their country and religion and felt anxious when teachers spoke negatively about them, (2) they were more enthusiastic about interacting with international students than native speakers and (3) they felt that studying abroad had developed their personalities. Their religious identity development helped them adjust to the host environment; they prayed to succeed and easily adapt to their new situation. Without intending to, the study served to fill the gap that Han (2018) identified by longitudinally illuminating the role of religion in language learning abroad. The conclusion suggests numerous implications for future research, such as comparatively investigating the identity development of Saudi male and female students in a study abroad situation and examining native speaker perceptions of social interactions with male and female Saudi students who are studying abroad. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights © 2019, Arwa Alsufyan. en
dc.rights.uri en
dc.subject Study abroad en
dc.subject Intercultural competence en
dc.subject Global competence en
dc.subject Social interaction en
dc.subject Social integration en
dc.subject Identity en
dc.subject Identity negotiation en
dc.subject Identity development en
dc.subject Identity reconstruction en
dc.subject Individual differences en
dc.subject Study abroad benefits en
dc.subject Study abroad experience en
dc.subject Poststructuralism en
dc.subject Interculturality en
dc.subject Ethnocentrism en
dc.subject Narrative analysis en
dc.subject Thematic analysis en
dc.subject Story telling en
dc.title Study abroad and identity: a longitudinal study of Saudi female learners of English in Ireland en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral en
dc.type.qualificationname PhD en
dc.internal.availability Full text not available en Indefinite en 10000-01-01
dc.description.version Accepted Version
dc.contributor.funder Imam Mohammed Ibn Saud Islamic University en
dc.description.status Not peer reviewed en Applied Social Studies en
dc.check.type No Embargo Required
dc.check.reason This thesis is due for publication or the author is actively seeking to publish this material en
dc.check.opt-out Yes en
dc.thesis.opt-out true
dc.check.embargoformat Apply the embargo to the hard bound thesis (If you have not submitted an e-thesis and want to embargo the hard bound thesis in UCC Library) en
dc.internal.conferring Autumn 2019 en

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© 2019, Arwa Alsufyan. Except where otherwise noted, this item's license is described as © 2019, Arwa Alsufyan.
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