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This study investigated challenges that Saudi undergraduate learners face in translating oil contracts from English into Arabic. The study used a quantitative approach of data collection. The sample of this study consisted of 18 Saudi undergraduate learners of transaction departments at some Saudi universities. To achieve the objectives of this study, a test was designed and administered. Additionally, the relevant theoretical framework of legal translation and features of oil contracts were analysed to pinpoint the problematic areas and the gaps. The results of the study indicated that undergraduate learners provided unacceptable translation based on lexical and textual features. On the other hand, they provided poor translation based on syntactic features. The study suggests some practical solutions to overcome the difficulties of legal texts for translators. more...

The translation industry has witnessed rapid technological improvements in recent years. This rapid improvement is ascribed to a huge demand for the workload. Using a computer in the field of translation is very important due to the huge demand for fast and accurate translation. Translation tools came to existence due to the low proficiency of machine translation. CAT tools have become essential for many institutions, companies, and organizations. CAT tools increase productivity and minimize translation costs. The purpose of this study is to scrutinise the attitudes of professional translators and translation students towards CAT tools in Yemen. The questionnaire of this study was composed of 27 statements distributed to four constructs. The link of the questionnaire was distributed via WhatsApp to the participants. The other tool was an online interview about some issues related to CAT tools. These responses were analysed qualitatively. The researchers distributed the questionnaire to 250 people, and the valid responses of the participants were 56. The analysis shows that they have positive attitudes towards CAT tools. The results of the study show that professional translators and translation students show a positive attitude. Unexpectedly, the profiles of the participants do not play any role in their attitudes towards CAT tools. more...

Semiotics has been investigated in the literature to enhance second language vocabulary acquisition. The previous studies have examined how semiotics could aid second language (L2) learner to learn concrete words. This study aims at investigating the effect of semiotics on learning abstract words. Fifty-five Arab learners of English as a foreign language (EFL) participated in the study and assigned into three groups. The first group was taught abstract words using semiotics. The second group was taught concrete words using semiotics. The third group was taught the same words using a traditional way, i.e., without semiotics. Results of the post-test indicated that participants in semiotics groups (either concrete or abstract) outscored the participants who did not use semiotics to learn new words. The study concluded that semiotics is a useful tool to enhance learning new words. Also, semiotics can be more helpful in learning concrete words than abstract words. more...

The study uses technology acceptance model (TAM) to gain insights into user reactions to the technology adopted for language learning. The study aims to analyze the correlation between the variables of TAM on using Zoom application in language learning, in addition to examining how gender and experience influence the use of technology. The participants of this study comprise of 75 undergraduate English-as-Foreign-Language learners who have studied for their courses online during the COVID-19 pandemic. The results of the study reveal a strong positive correlation between the actual use of Zoom and the students' attitudes and behavioral intention. In addition, there is a positive correlation between computer self-efficacy and other variables (i.e. PU, actual use, PEU, attitude and behavioral intention). Further, while the results reveal that there is no correlation between the gender and any variables of the model, it has been found that experience is positively correlated with the variables of TAM. more...

Video captioning has been investigated extensively in the Computer-Assisted Language Learning (CALL) literature to aid second language vocabulary acquisition. However, a little is known about how video captioning could foster learners' pronunciation, which is a component of second language vocabulary acquisition proposed by Nation (Nation, Learning vocabulary in another language, Cambridge University Press, 2001), when attending to video captioning. Therefore, this study aims to investigate the effect of two types of video captioning, namely, full versus partial captioning, on mastery of word pronunciation. Furthermore, we tested the magnitude of the cognitive load imposed by video captioning types using NASA TLX. A total of 55 Arab English as a Foreign Language learners watched videos with full, partial or no captioning. Their perceptions about learning with captioning were also surveyed. Results of the pre-post-tests indicated that the captioning groups' performance in the pronunciation tests outscored the no captioning group. In turn, the partial captioning group's scores were slightly higher than those of the full captioning group. However, this difference was statistically insignificant. Cognitive load was found higher in full captioning and no captioning than that in the partial captioning mode. The participants showed highly positive attitudes towards learning with captions. more...

This study investigated the effects of spaced and massed repetition on the acquisition and retention of English /b/ and /p/ sounds among Saudi English as a foreign language (EFL) learners. Forty-nine university students participated in a quasi-experimental design comparing two learning conditions: massed repetition and spaced repetition. Participants were taught the pronunciation of 40 new English words containing the target sounds through video-based instruction. The experiment utilized a within-subjects design, where each participant in both the control and experimental groups was exposed to a total of 40 words: 20 words taught using massed repetition and 20 words taught using spaced repetition. Pronunciation performance was assessed through tests administered immediately after the treatment (Time 1) and after 4 weeks post-treatment (Time 2). The study also explored the interaction between repetition type and input variability by incorporating High Variability Phonetic Training and Low Variability Phonetic Training conditions. Results revealed significant differences between spaced and massed repetition, with spaced repetition showing superior outcomes in both immediate and delayed tests. The study revealed no significant differences were found between High Variability Phonetic Training and Low Variability Phonetic Training conditions. These findings contribute to our understanding of effective pronunciation training methods in EFL contexts and highlight the importance of distributed practice in language learning. [ABSTRACT FROM AUTHOR] more...

Purpose: This study aimed to investigate the impact of social networks on learning requests by Arab undergraduate EFL students. Design/methodology/approach: Furthermore, both types of requests (i.e. direct and indirect) have been compared under the same condition. A total of 40 Saudi EFL learners participated in this study. Their scores in the pre-test and post-test were compared. Findings: Results of the post-tests indicated that the experimental groups' performance significantly outscored the control groups. However, no significant difference was reported between the two experimental groups (i.e. direct and indirect). Originality/value: Requests, as a component of pragmatics, have been investigated extensively in the literature to aid second/foreign language learning. However, little is known about the manner by which social networks could foster learning requests. more...

Computers are used in almost all aspects of language learning and have also created numerous opportunities in this area. This study aims to examine the overall effectiveness of using a computer in pronunciation learning and training. A meta-analysis of studies was conducted, which compared the outcomes of students learning the pronunciation of a foreign language (FL) using a computer with the results from those learning pronunciation based on traditional methods of teaching. This meta-analysis examined how effect sizes varied depending on the learners' age, learners' target language proficiency, features of pronunciation, educational level, settings, treatment duration, and assessment tasks. This meta-analysis examined the effect of using a computer on pronunciation learning by reviewing 20 studies involving 1014 participants. The findings of the meta-analysis suggest that computer-assisted training has a positive effect on FL pronunciation (d = 0.68), and is equally effective for both young and adult learners, but more effective for beginner and intermediate learners than advanced learners. The studies also suggest that computer-assisted pronunciation training (CAPT) is more beneficial for university students than for school students. However, caution has to be exercised in interpreting the results. The small number of studies, all of very low quality (most with fewer than 100 participants, conducted within the same institution using intervention-related assessments) means that the evidence of effectiveness can only be indicative and not conclusive. More robust, large-scale studies involving several institutions and using objective standardised tests would be needed for more conclusive results. more...

This study aimed to explore how artificial intelligence (AI) tools compare with humans in evaluating the essays written by students in a writing course. Using a dataset of 30 essays written by English as a foreign language (EFL) students, the evaluations by the AI tools were compared with those of human evaluators, to examine whether the AI evaluations differed with respect to the quality of the entire essay or specific categories (i.e., content, vocabulary, organization, and accuracy). The results indicated that the AI tools provided high-quality feedback to students across all categories despite differences regarding essay quality. Additionally, AI tools differed in the scores they assigned, consistently grading lower than human raters across multiple evaluation categories while providing more detailed feedback than human raters. The scores assigned by each AI tool for student essays across various assessment categories did not differ significantly from the overall scores assigned by AI tools. [ABSTRACT FROM AUTHOR] more...

This article reviews the literature on the implementation of computer-mediated communication (CMC) in language learning, aiming at understanding how CMC environments have been implemented to foster language learning. The paper draws on 40 recent research articles selected from 10 peer-reviewed journals, 2 book chapters and one conference proceeding. It investigates the studies that have dealt with the CMC environments used for language learning, in particular the benefits of CMC in language learning; factors affecting the use of CMC in language learning, and current CMC environments used for language learning (such as emails, wikis, "YouTube," "Facebook"). The review discusses the findings of these studies and suggests guidelines for future research studies in this area. It concludes that further studies are necessary to investigate how language teachers can integrate CMC environments and organize suitable tasks. Also, further studies are necessary to determine the principles that are required to implement CMC in language learning. more...

The integration of information and communication technology (ICT) into language teaching and learning depends on many factors. Some of these factors are associated with teachers. Teachers play a crucial role in the integration of ICT. This study investigates the impact of teacher's age, experience, and gender on the integration of ICT into language teaching. This study utilized a mixed-method approach of investigation, which applies both qualitative and quantitative methods. The instruments used for data collection were a survey and an interview. The survey was administered to 46 in-service EFL teachers working at Najran University, Saudi Arabia. Ten out of these participants were interviewed. The results indicate that there is no significant difference in using ICT between the two groups of teachers according to their age and experience. However, the results indicate that there is a difference between male and female teachers in using ICT in language teaching. Female teachers reported less use of ICT in their instruction than male teachers. Some suggestions are offered to improve the situation of ICT integration into language learning in EFL contexts. more...

Background study: Computer‐assisted pronunciation training (CAPT) has emerged as an important resource for second language (L2) pronunciation learning. CAPT offers diverse opportunities for learners to master L2 pronunciation with the help of authentic learning activities in multiple contexts. Objectives: This study presents a comprehensive overview to examine the overall effect of using a computer in learning pronunciation in multiple settings and diverse educational levels with the assistance of different tools. Methods: The meta‐analysis consisted of 31 primary studies that reported results obtained from experimental vs. control group designs. These studies reported 42 effect sizes in the results. Results: The findings of the meta‐analysis indicated that using CAPT in learning pronunciation had an overall medium effect size. Similarly, the results showed that using CAPT inside the classrooms had a large effect size. The results also showed that CAPT had a large effect size when used in schools and other formal learning contexts, such as language institutes. CAPT had a medium effect when it was used in universities. The results also showed that using videos for learning pronunciation had a large effect size while other tools had a medium effect size. Conclusions: The study findings contribute to understanding the overall effect of CAPT and offer implications for educators and practitioners involved in designing effective instructional strategies for enhancing L2 pronunciation skills. Lay Description: What is already known about this topic: Computer‐Assisted Pronunciation Training has emerged as a valuable tool for L2 pronunciation learning.The variables that may affect the using of Computer‐Assisted Pronunciation Training include settings, educational level and CAPT tools. What this paper adds: The study drew on a meta‐analytic framework to examine the overall effect of using a computer in learning pronunciation in different settings and in different educational levels with the help of different tools.The meta‐analysis consisted of 31 primary studies reported results obtained from experimental vs. control group design. Implications for practice and/or policy: Language instructors are requested to incorporate CAPT in their teaching of L2 pronunciation.The integration of CAPT can be to any educational stage (i.e., schools, colleges, etc.).To optimize the benefits of CAPT, instructors should consider integrating videos, games, and other multimedia elements into their teaching practices. [ABSTRACT FROM AUTHOR] more...

Mobile devices are considered as the most widely used information and communication technologies. They have provided great advantages in language learning. This study reports a meta-analysis of the effectiveness of using mobile devices on vocabulary learning. A meta-analysis was conducted on research that compared the outcomes from students learning vocabulary using mobile devices to those learning vocabulary using traditional ways of learning. The meta-analysis examined how effect sizes varied based on learners' age, type of vocabulary learning (receptive or productive), and aspects of vocabulary used (form, meaning, and use). This meta-analysis examined the effect of using mobile devices on vocabulary learning by reviewing 16 studies involving 986 participants. The use of mobile devices in learning vocabulary was associated with greater achievement in comparison with traditional ways. The findings of the meta-analysis indicate a medium effect of using mobile devices on vocabulary learning (g = 0.67). Major findings of the current meta-analysis include the following: (a) Mobile devices have moderate effect sizes on both ways of vocabulary learning (productive and receptive), (b) adult learners get benefit from using mobile devices in vocabulary learning better than young learners, and (c) mobile devices have moderate effect on all aspects of vocabulary learning. more...

Video captioning is a useful tool for vocabulary learning. In the literature, video captioning has been investigated by many studies, and the results indicated that video captioning is useful to foster vocabulary learning. However, most of the previous studies have investigated the effect of full captions on vocabulary learning. In addition, most of the previous studies have utilised the computer as a tool for the study. Very few studies have used mobile devices as a tool for the experiment. Therefore, this study aims at investigating the effect of keywords videos captioning on vocabulary acquisition using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (keyword captioned video and full captioned video). The study is an experimental one in which pre- and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner's pronunciation. However, there was no significant difference between the two modes of captioning. more...

Multimedia glosses have been examined extensively by researchers for over three decades to determine their possible effects in second language (L2) vocabulary acquisition. Many meta-analytic studies aimed to determine the extent to which glosses can impact L2 vocabulary learning and the moderators that can mediate the results of meta-analytic studies. This study integrated meta-analytic studies with document co-citation analysis (DCA) to elicit a fine-grained view of the thematic associations of relevant citing studies with the issue of glosses and L2 vocabulary learning. To address this issue, 18 target studies (N = 2991 participants) were selected as the study sample. Results revealed that glosses had an overall large effect size on L2 vocabulary acquisition (Hedge's g = 1.27); however, the effect size varied from small to large, depending on the level of proficiency of the learners. Concerning the tests type moderator, the effect size was large for recognition test but medium for vocabulary recall test. Results of the DCA (18 cited articles and 802 citing articles) identified 10 core papers, with highly significant co-citations, and 257 citing references, indicating the highly thematic relatedness of the target studies, and citing references to the issue under investigation. [ABSTRACT FROM AUTHOR] more...

High-Variability Phonetic Training (HVPT) has demonstrated effectiveness in second language (L2) acquisition. This study utilizes a meta-analysis to explore the influence of high variability on learning L2 pronunciation and identifies the factors that moderate this impact. The studies were collected using a keyword search in the SCOPUS database. In total, our meta-analysis incorporated 18 primary studies that presented results obtained from experimental and control group designs, encompassing a total of 22 effect sizes. The results of our meta-analysis revealed that the overall effect size of HVPT on L2 pronunciation was medium (g = 0.77). Specifically, the effect size was large for consonant sounds and lexical tones, particularly pronounced when utilized by advanced learners. For beginners, the effect size was medium. The context in which the training was conducted also played a role, with a medium effect size observed when sentences were used. Additionally, the number of talkers involved in the study influenced the effect size, with a medium effect size found when 5 to 8 talkers were included. In other cases, the reported effect sizes were either small or non-significant. [ABSTRACT FROM AUTHOR] more...

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Semiotics has been investigated in the literature to enhance second language vocabulary acquisition. The previous studies have examined how semiotics could aid second language (L2) learner to learn concrete words. This study aims at investigating the effect of semiotics on learning abstract words. Fifty-five Arab learners of English as a foreign language (EFL) participated in the study and assigned into three groups. The first group was taught abstract words using semiotics. The second group was taught concrete words using semiotics. The third group was taught the same words using a traditional way, i.e., without semiotics. Results of the post-test indicated that participants in semiotics groups (either concrete or abstract) outscored the participants who did not use semiotics to learn new words. The study concluded that semiotics is a useful tool to enhance learning new words. Also, semiotics can be more helpful in learning concrete words than abstract words. [ABSTRACT FROM AUTHOR] more...

This research paper reviews the literature on the use of computer in translation. This review aims at understanding how computers have been implemented to foster translation. This review investigates the studies that have dealt with computer-assisted translation (CAT). Specifically, it reviews the studies that have explored the benefits of CAT; factors affecting the use of the computer in translation, the limitations of CAT, and current advancement in this area. The review discusses the findings of these studies and suggests guidelines for future research studies in this area. It concludes that further studies are necessary to investigate the use of CAT in translating cultural Arabic terms. Also, further studies are necessary to determine the principles that are required to implement computer tools in translation. [ABSTRACT FROM AUTHOR] more...

Purpose - This study aimed to investigate the impact of social networks on learning requests by Arab undergraduate EFL students. Design/methodology/approach - Furthermore, both types of requests (i.e. direct and indirect) have been compared under the same condition. A total of 40 Saudi EFL learners participated in this study. Their scores in the pre-test and post-test were compared. Findings - Results of the post-tests indicated that the experimental groups' performance significantly outscored the control groups. However, no significant difference was reported between the two experimental groups (i.e. direct and indirect). Originality/value - Requests, as a component of pragmatics, have been investigated extensively in the literature to aid second/foreign language learning. However, little is known about the manner by which social networks could foster learning requests. [ABSTRACT FROM AUTHOR] more...