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The rapid technological advancements have recently paved the way for a new era of language instruction. Amongst the technological tools which have emerged recently is ChatGPT. This study explores students' attitudes towards utilizing ChatGPT for acquisition of writing skills in English as a foreign language (EFL). Conducted during the first semester of the academic year 2023-2024, the study involved fifty-two students at a private university in Sharjah who were taking an English language course during the implementation of this study. The study used a mixed-methods design to investigate students' attitudes and quantify the findings. Two study tools were employed: a questionnaire and a semi-free interview. Comprising ten items, the questionnaire measured students' attitudes towards using ChatGPT for acquiring writing skills whilst at the same time focusing on higher-order thinking skills as they are related to effective writing. The semi-free interview, on the other hand, included the advantages and drawbacks of utilizing ChatGPT-based essay writing versus self-dependent essay writing. The findings indicated that most subjects confirmed ChatGPT's effectiveness in saving time and ensuring language accuracy. However, the progress one could make in acquiring writing skills and enhancing higher-order thinking abilities could not be seen significant. The paper concludes with recommendations for researchers to consider. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has changed the way instructors teach and students learn. Rather than receiving education face-to-face on-campus, remote online education emerged as an alternative solution. If implemented properly though, online education can have its positive impact on the teaching and learning processes. Online education, however, may have its deficiencies, especially in terms of mental health. This paper is a follow-on study comparing students' perceptions towards remote online education versus their perceptions towards on-campus education as regards mental health specifically. Involving sixty-two engineering students at a private university in Dubai, where this study was implemented, the researchers utilized a questionnaire focusing on both online and on campus education models, which was conducted during the COVID-19 lockdown time and on-campus education following the lockdown period. Based on the study's findings, most respondents were in favor of on-campus education, particularly in relation to its impact on student mental health. [ABSTRACT FROM AUTHOR]

With English as a lingua franca in mind, it has become essential for undergraduate students to acquire the English language. Additionally, undergraduate students are expected to acquire a repertoire of critical thinking skills for lifelong learning. Inspired by the need to augment mastery of English as a foreign language (EFL) whilst at the same time enhancing critical thinking on the part of EFL learners, the research study this paper portrays was conducted for one academic semester involving a number of students at the institution where the author of this paper works. The research aimed to investigate whether using English novels; novellas; and short stories for teaching purposes would have any significant impacts on subjects' attitudes towards using literary texts for enhancement of both critical thinking and EFL skills. To achieve the intended aim, the researcher used eight English short stories and one novella in class besides assigning one English novel as extensive reading, while teaching the course Communication Skills during the implementation stage. The researcher also administered a pre-post questionnaire with the aim of measuring subjects' attitudes towards utilizing novels; novellas; and short stories as a means for fostering both critical thinking and EFL skills. Based on the statistical tests, there were significant differences in favor of the post questionnaire regarding the majority of the questionnaire's items. Based on this study, it can be concluded that English novels; novellas; and short stories have a significant role to play in relation to developing critical thinking and EFL skills. [ABSTRACT FROM AUTHOR]

Aiming to ensure quality research, the current paper seeks to offer an overview of research within the field of applied linguistics. The paper begins with a brief overview of research within the field of applied linguistics. It then proceeds to highlight a number of essential points relating to research design types, research ethics, and data collection methods. Last but not least, the conclusion sums up the major points pinpointed throughout the paper, making some recommendations for applied linguist researchers to consider. [ABSTRACT FROM AUTHOR]

Upon university graduation, under-graduate students studying in the United Arab Emirates are expected to acquire adequate communicative competence in English as a foreign language. Despite the efforts made within the area of teaching English to university students majoring in subjects other than English language and literature, the outcome as reflected by students' skills and competencies in English is still below expectations. Believing in the essential role literature can play in promoting communicative competence on the part of EFL learners; the current study introduces a literature-based course: LEARN AND GAIN. Adopting an experimental design, the research project involved two groups: experimental and control. To examine treatment effectiveness, the researcher set and administered a pre-posttest. The pre-posttest aimed to measure subjects' communicative critical reading competence and subjects' communicative critical writing competence in English. Based on the statistical findings, the experimental group students' achievement on the communicative critical reading competence pre-posttest and the communicative critical writing competence pre-posttest was significantly better than that of their counterparts of the control group students. In the light of findings and conclusions, a number of recommendations have been made. [ABSTRACT FROM AUTHOR]

Upon graduation, undergraduate students in the United Arab Emirates are required to acquire a repertoire of writing skills in English as a Foreign Language (EFL). Emphasizing the role literature can play in terms of enhancing students' writing skills, the present research introduces a literature-based course: LEARN AND GAIN. Adopting an experimental design, the research project involved two groups: experimental and control. The students of the experimental group were exposed to the literature course whilst the students of the control group were exposed to a General English language course. Examining the effectiveness of the proposed treatment, the author set and administered a pre-posttest. The pre-posttest aimed to measure subjects' communicative critical writing competence in the English language. Based on the statistical findings, the performance of the experimental group students on the pre-posttest was significantly better than that of their counterparts of the control group students. In the light of findings and conclusions, recommendations have been discussed. [ABSTRACT FROM AUTHOR]