Our identities influence our actions and how we conduct ourselves. The construction of these identities is influenced by factors beyond our individuality and that in turn influences the way a person learn. Different studies in the field on English language learning emphasize the impact of identities in learning English as Foreign Language. However, in the context of Saudi higher education this notion remains unexplored. This paper presents findings form an English as Foreign Language (EFL) programme in a Saudi Medical University that illustrate the influence of different identities on students' learning experience in. It highlights how identities associated with students' socioeconomic back ground as well as disciplines of study influence students' learning experience.

Based on a qualitative semi-structured interview, this paper argues that pedagogical positions can be negotiated and adjusted once a policy is introduced and a safe space for negotiation is created. It is a case study where we cite evidence from a Saudi university that shows the change in teachers' assumptions and, consequently, the negotiation process they had gone through within their institution due to a sudden policy shift. The paper highlights the importance of policies and the surrounding circumstances when it comes to negotiating pedagogical beliefs. This paper challenges the long-established assumption that age and much experience make it difficult for teachers to adapt their face-to-face educational activities to online platforms. We argue that institutional policies play a crucial role in shaping and reshaping teachers' assumptions and practices when the following conditions are met: sound IT infrastructure, technological support, and continuous training.

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In many contexts around the world, English has become a major means of daily communication and a language for research and technology. Reading in English plays a key role in students’ academic learning in many higher education contexts where English is the principal medium of instruction. This study measured reading strategies use as well as reading habits for everyday reading practices of EFL Saudi university students. For collecting data, Students completed a questionnaire and were interviewed by the two researchers. The quantitative and qualitative results yielded positive results that students were categorized as high users of reading strategies. Students employed different strategies to approach the complexity of reading texts. In addition, results indicated that there was a relationship between students’ motivation toward reading, reading habits of reading practices and the way students implement different reading strategies.

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