Wallington, AlanAlotaibi, Ali2023-12-032023-12-032023-11-22https://hdl.handle.net/20.500.14154/70028The acquisition of English as a Second Language (ELS) has a significant role in the education of Saudi students influenced by the significance of English language internationally used in communication in education and global interactions. However, the learning and acquisition of ESL for Saudi students is influenced by cultural awareness, language anxiety, cultural relevance, multilingualism, and societal expectations, hindering the outcomes of their language development and acquisition. Different pedagogical approaches and teaching methodologies are leveraged by ESL educators to improve the learning experience for ESL students. Despite different studies addressing influence of sociocultural factors on ESL education, the role of cultural values, beliefs, and attitudes on the influence of second language acquisition by Saudi students is still understudied. This study explored how cultural values, beliefs, and attitudes influence the language development and acquisition of English as a second language by ESL students, and the effectiveness of different teaching strategies. The present research was based on a qualitative research methodology involving semi-structured interviews with 13 ESL educators and two ESL Saudi students. The presented findings revealed the significance influence of sociocultural factors on the motivation and engagement levels of Saudi students, suggesting that cultural shock and barriers impact their language learning processes. The findings alluded that by ESL educators aligning their teaching approaches with the cultural backgrounds of their students improves the students’ participation and engagement levels by promoting cross-cultural awareness and communication. The findings also suggested the blended learning strategy to be an effective pedagogical approach in addressing the unique learning needs for Saudi students. These findings have significant implications for the ESL curriculum and education systems by highlighting the challenges faced by ESL students and educators induced by sociocultural factors, and recommended different approaches that can be implemented to improve the language learning, development, and acquisition of English as a second language.113enESLThesis