The first hypothesis states that there would be a strong correlation between the years of residency of students in the US and how uncomfortable Saudi students who are working in the classroom with an opposite gender and how uncomfortable the Saudi students working in pairs or small groups with students of the opposite gender. It was tested using the quantitative survey where the students were to answer questions. An example of such as the number 11 question that ‘my ESL teacher in the US encourage contrasting opinions and points of view more than my Saudi teacher’ and #14 that required the students to comment on whether ‘ their ESL teachers in the United States encouraged more verbal responses from the students the their Saudi counterparts’.
Following the analysis on the available studies on the subject through the belief held by the literature, ESL teachers based in the US encouraged verbal communication to and with the students. On the other hand it was different in Saudi Arabia where the classroom lessons were not student-focussed as it was teacher-focused and the objectives were memorization of the language. The hypothesis was also designed to test ‘US ESL are far better versed in student-focussed pedagogies than their Saudi counterparts.’ the formulated hypothesis was proven to be true that the majority of the participants said that the teachers from the US encouraged verbal communication by emphasizing on participation more than the Saudi counterparts. Generally more than half of the participants agreed with this statement….