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The research paper aims to investigate EFL mentees' perceptions of mentoring experience in one of the Higher Education institutes in the Kingdom of Saudi Arabia in the Academic years 2019 and 2020. The mentoring experience includes four domains: the mentorship program, mentors' roles and responsibilities, benefits of mentoring, and barriers to mentoring. The researcher attempted to answer two questions. The first explores the mentees' perceptions of the mentoring experience, and the second question attempts to find out the mentees' suggestions to make the mentoring experience more effective. A questionnaire of 4- Likert scale was used to collect data from thirty-three newly recruited instructors to answer the first question. The mentees were also asked to add their suggestions for the betterment of mentoring experiences as an answer to the second question. Descriptive statistics in the form of means, standard deviation, and percentages were used to analyze the collected data. The findings revealed that the mentees were satisfied with the mentoring experience. They have a positive attitude towards the mentorship program and the mentor's roles and responsibilities. However, a few mentees have certain concerns regarding some factors related to their mentoring experience. These were highlighted and discussed under each domain. In addition, the mentees had a number of suggestions that would contribute to having a more effective mentoring experience. Based on the findings, the researcher presented a number of conclusions and recommendations.

This paper investigated the instructors' perceptions of supervisors' classroom observation practices at Taif University English Language Center (TUELC) in the second semester of the 2018-2019 academic year. The researcher attempted to answer two questions. The first investigated the instructors' perceptions of supervisors' classroom observation practices. The second question investigated the instructors' suggestions for better practices by supervisors. A 4-Likert scale questionnaire was used to gather data from fifty nine instructors to answer the first question, and content analysis was used to answer the second question. The collected data were analyzed in the form of descriptive statistics, using means, standard deviation, frequencies, and percentages. The results showed that the instructors were generally satisfied with the supervisors' classroom observation practices. However, some had certain concerns regarding some observation practices to be considered for further action of improvement. In addition, the instructors had several suggestions for better practices implemented by supervisors. The most important of these was the suggestion to conduct peer observation. Based on the results, the researcher drew several conclusions and recommendations.

The present paper aims to investigate EFL instructors? perceptions of Cambridge English Unlimited (CEU) textbooks taught at Taif University English Language Center (TUELC) in the Academic year 2017-2018. To achieve this purpose, the researcher attempted to answer three questions. The first investigates instructors? perceptions of the textbooks. The second question aims to find out the features that add to the strengths of the textbooks. The third question is an attempt to reveal the shortcomings of the textbooks from the instructors' perspectives and their suggestions to overcome these drawbacks. A questionnaire of 4-Likert scale was used to gather data from ninety two instructors to answer the first two questions, and content analysis was used to answer the third question. The collected data were analyzed in the form of descriptive statistics, using means, standard deviation and percentages. The results showed that instructors have a very positive attitude towards the textbooks in terms of the criteria and features investigated in the first two sections of the study tool. These answer the first two questions. However, they had certain concerns and suggestions in aspects other than those included in the study tool. These have been summarized according to their frequency of occurrence in the instructors' responses. Based on the results, the researcher drew a number of conclusions and recommendations.

The present paper aims to investigate EFL instructors' perceptions of Blackboard learning management system (LMS) at Taif University in Saudi Arabia. To achieve this purposes, the researcher attempted to answer two questions. The first question investigates EFL instructors' perceptions of Blackboard LMS. The second question aims to identify instructors' suggestions to overcome difficulties encountered while using the system. A questionnaire of 4- Likert Scale was used to gather data from one hundred and two instructors to answer the first question, and content analysis was used to answer the second question. The collected data were analyzed in the form of descriptive statistics. The results, on one hand, revealed that 75% of the instructors have not used Blackboard technology before coming to university, which would affect their perceptions of the system. It was also evident that most of the instructors believe that the different features of Blackboard LMS are either poor or very poor. In addition, the instructors, in most of their responses to the functionalities of using the Blackboard LMS, rarely or never used the system. On the other hand, the results revealed that the instructors have a positive attitude towards the system in terms of its impact on learning, which can be the starting point to help them be familiarized more with the system's features and functionalities through professional development. Based on the results, the researcher presented a number of conclusions and recommendations.

The present paper aims to investigate EFL instructors' performance at university level according to prescriptive and collaborative approaches in supervision. In order to achieve this target, the researcher addressed three questions. The first investigates instructors' level of performance. The second and third questions aimed to identify instructors' points of strength and action points. In this regard, the researcher developed an observation checklist (Appendix A) for supervisors to use when observing teachers'. He also developed observation guidelines for supervisors to make sure they are following the collaborative approach of supervision (Appendix B). The data were analyzed using descriptive statistics, including means, standard deviation and percentages to answer the first question. To answer the second and third questions, the researcher used content analysis to synthesize the supervisors' feedback given to instructors regarding their points of strengths and action points. The results showed that the instructors' performance was either satisfactory or outstanding based on the supervisors' observation, which could be due to the professional development program conducted to develop their teaching competencies. In addition, the instructors showed themselves competent in other areas related to motivating students and providing them with constructive feedback. However, some instructors still need to develop their competencies in areas such as classroom management and teacher talk time. These have been summarized according to their frequency of occurrence in tables 2 and 3. Based on the results, the researcher drew a number of conclusions and recommendations. [ABSTRACT FROM AUTHOR]