In this study, beliefs held by Saudi university medical students toward English and how it should be learnt will be elucidated through an experimental study. There is evidence that students bring their previous beliefs, experiences, learning strategies and attitudes to the classroom which are the main drivers for the actions that students perform to learn (Breen, 2001). It has been highlighted that students' beliefs is important, influencing their learning performance, motivation and learning strategies (Lowie et al., 2009;Horwitz, 1985). Results revealed that students reported more positive beliefs with reference to motivation and expectation statement, more negative beliefs with regard to learning and communication strategies and more uncertain responses to foreign language aptitude. Finally, the findings offered several pedagogical implications and recommendations for further research, especially at the university level.

Abstract-English for specific purposes (ESP) gains more status in Saudi Arabia due to the continuing and sustainable growth in the development of various fields for academic and professional purposes. Using English as a means of communication in teaching and learning is one of them. The aim of this study is to critically review the previous research carried out in a Saudi context in the area of teaching and practicing English at specific schools, universities, and colleges for specific or special purposes (ESP) in the last ten years, in order to identify the current developments and to suggest new research directions. The investigation of the research body is based on an examination of the researched topics, with reference to the three research components, i.e., research approaches, research designs, and research methods (Creswell 2014). The results revealed that many research topics were examined, such as students' attitudes and motivation to learn, needs analysis, program or course development, and the evaluation and teaching of language skills. However, it was unclear how researchers, who were all ESP teachers, related their findings to the ESP context in terms of students' specific needs. It also showed that the majority of studies carried out were quantitative in nature, and thus, led themselves to utilizing mainly a questionnaire as a research tool. The study concluded with some recommendations and pedagogical implications, which hopefully, will reverberate with other studies for further research.

The aim of this study is to investigate the relationship between composition exercises and oral interaction amongst Saudi university students while working in groups, with a particular focus on the methods that develop writing skills. The participants, 50 in all, were Saudi university EFL first year students belonging to three different groups according to their English proficiency. The data came from two research instruments: 1) written responses to open-ended questions regarding students' experiences and attitudes towards writing, and 2) transcripts of audiotaped interactions between students. The findings suggested that integrating writing and oral interaction enabled students to realize the way writing works, and that there are, in the first place, many different strategies available to aid in the process of composition. Students were able to look at the process of writing more comprehensively rather than focusing on particular points of grammar, spelling, or punctuation. In addition to this, by building on the structure of group work, students acquired interpersonal skills vital for learning: listening, speaking, personal organization, and providing constructive feedback. Teachers should note some problems associated with oral discussions, including the quality of discussion, the time consumed in talking, and intermittent lapses into the mother tongue. This study concludes with some implications for pedagogy and further study.

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