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This study uses Panadero et al.'s (2021) Deep Learning Strategies Questionnaire to discover EFL learners' strategies from a new perspective. The questionnaire is a newly designed self-report instrument with ground-breaking features constructed with validity and reliability to measure students' actual strategies in real situations. The current study is the first in an EFL context to use this innovative tool. It investigates self-regulation strategies for learning English as a foreign language (EFL) among 430 male EFL college students in Saudi Arabia. The questionnaire enabled us to adopt a micro-level inspection of strategy functions based on an innovative model that can help identify possible avenues for strategy interventions. The results mostly showed a high use of deep language learning strategies in all four questionnaire categories: basic learning, visual elaboration and summarizing, deep information processing, and social learning. Consequently, all the categories had a strong, positive, and significant correlation. In addition, the most used strategies were basic learning strategies, whereas the least used were visual elaboration and summarizing. Our findings provide useful pedagogical implications for promoting EFL learning strategies and strategy instruction. Successfully replicating the Deep Learning Strategies Questionnaire scrutinizes this methodological instrument's validity and reliability and encourages other researchers to use it.

This study explores the educational methodologies employed by Saudi English as a foreign language (EFL) teacher, with a specific emphasis on contrasting teacher-centered approaches and student-centered approaches. Additionally, the research examines the teachers' personal beliefs regarding the most effective approach for implementation in EFL classrooms. To gather data, an online questionnaire was administered to 42 EFL teachers across Saudi K-12 schools in the Southern part of Saudi Arabia. The questionnaire comprised two sections: a demographic information segment and an inquiry into teachers' perspectives and practices. The results of the study showed a dichotomy. While a majority of participants professed that both teacher-centered and student-centered methodologies carry equal importance, a more nuanced picture emerged when examining their claimed practices versus actual classroom behavior. The majority of EFL K-12 instructors in Saudi classrooms leaned toward adopting teacher-centered approaches. These findings hold significant implications for EFL teacher training and professional development courses. This may be due to teachers' lack of confidence in implementing student-centered approaches, the traditional educational culture in Saudi Arabia, or pressure to prepare students for high-stakes exams. The study suggests that teacher education programs should focus on developing teachers' understanding and confidence in using student-centered approaches and that the Ministry of Education should create a more supportive environment for student-centered teaching approaches.

Türkiye with its multifaceted soft power, it aspires to strengthen its influence throughout the surrounding countries of the Arabian Gulf. Türkiye is applying the maximum prominent cultural and educational diplomatic strategies for boosting knowledge and cooperation to preserve its impact inside the Gulf location. By establishing the Yunus Emre Institutes (YEE), the implementation of cultural and educational activities, the ties between Türkiye and the member states of the Gulf Cooperation Council (GCC) has been reinforced. As a result of the world's rapid change soft power has become essential in the international arena. This article significantly assesses Türkiye's soft power tasks in the GCC area and its implication on the Arabian Gulf regional dynamics. It examines Türkiye's public diplomacy initiatives in the GCC through cultural and educational diplomacies on domestic and regional attitudes.

Expressions of impossibility refer to events that can never or rarely happen, tasks that are difficult or impossible to perform, people or things that are of no use and things that are impossible to find. This study explores the similarities and differences between English and Arabic expressions of impossibility, and the difficulties that student-translators have with them. A corpus of English and Arabic expressions of impossibility was collected, analyzed and compared. Data analysis showed that English and Arabic expressions of impossibility fall into 4 categories: (i) those that are identical in form and meaning in both languages (to look for a needle in a haystack, when salt blossoms, when heaven falls on earth); (ii) those that are similar in meaning but differ in wording (when pigs fly, on cloud nine, not in a million years); (iii) those used in English, but have no equivalents in Arabic (when hell freezes over, dance on a land mine); and (iv) those used in Arabic but have no equivalents in English [Arabic characters omitted] to show someone the stars at noon/in daylight). Responses to a translation test showed that student-translators could translate fewer than 35% of the test items correctly and left many blank. Expressions of impossibility that are similar in English and Arabic were easy to translate, whereas opaque ones (ghost of a chance, near the knuckle, dance on a land mine, [Arabic characters omitted] the sun cannot be covered with a sieve; [Arabic characters omitted] you cannot reap grapes from thorns; [Arabic characters omitted] when you see your ear's lobe; [Arabic characters omitted] the eye cannot defy a n awl). English expressions of impossibility were more difficult to translate than Arabic ones as they contained unfamiliar lexical items. Literal translation, explanation/ paraphrase,partial translation, and extraneous translation were the most common strategies in that order. Detailed results and recommendations are given.

This study aimed to assess the level of empowerment experienced by Saudi women through the vocational skills taught in educated neighbourhood programs during the COVID-19 pandemic. Additionally, the research sought to determine whether there were statistically significant differences in empowerment levels based on marital status and the number of courses under-taken. The research uncovered the challenges faced by women during the pandemic, utilising descriptive statistics to collect data. The sample consisted of Saudi females enrolled in Makkah, Saudi Arabia. The results indicated that Saudi women experienced empowerment through the vocational skills acquired in educated-neighbourhood programs. Furthermore, the findings revealed no statistically significant differences in empowerment levels among women based on marital status. However, there were statistically significant differences in the empowerment levels of the participants based on the number of courses taken. The results illustrated that the various challenges faced by women during the pandemic, included isolation at home, psychological coping, dis-continued economic activities, adherence to safety precautions, and access to healthcare.

In Spring 2020, there was a sudden shift from face-to-face (F2F) to distance learning (DL) due to the COVID-19 Pandemic. A study by Al-Jarf (2020) showed that 55% of the students and instructors preferred F2F instruction and were not satisfied with DL due to unfamiliarity, lack of training, interaction, technical problems and others. In the Fall Semester 2021, Saudi universities resumed F2F instruction in combination with some online classes. In some emergencies such as weather conditions, all students study online rather than cancelling classes. This status quo has continued until now. This study explores students' preferences for DL vs F2F learning, their attitudes towards each and reasons for their preferences. Responses to a survey showed that 36% of the students in the sample prefer DL because it has become a necessity during emergencies such as pandemics and wars. They can check the lecture recording any time. They save commuting time. In addition, 40% of the respondents prefer F2F instruction because they get better grades. It is more suitable for science classes (labs, experiments, anatomy). Participation, interaction, and questions make a difference. In DL, students can leave Blackboard or Zoom, walk around, and take a nap, whereas in F2F, they focus better. Some health sciences, engineering, law, and/or business instructors talk about their experiences and views of the job market which is enriching and enjoyable for the students. Moreover, 17% have no preference and believe that the mode of learning depends on the instructors' competence, teaching techniques used, integration of technologies, and online resources, interaction, engagement, and students' participation. Participants' views and recommendations are given in detail.

Engagement with online media among learners is closely linked to language proficiency and cultural comprehension, offering a platform for enhancing English language skills. This has given rise to the field of online informal learning of English (OILE), with numerous studies exploring learners' habits in this domain and indicating positive impacts on language proficiency. However, disparities in OILE engagement exist among learners, with individual factors like motivation and attitude playing a role. Recent research has affirmed the positive correlation between learners' motivation, global outlook, and their involvement in informal learning. Yet, the connection between motivation and OILE remains insufficiently explored. This mixed-methods study, conducted with female university students in Saudi Arabia, utilized a questionnaire (n = 550) and subsequent semi-structured interviews (n = 19) to scrutinize students' motivations, International Posture (IP), and frequency of OILE use within the framework of the L2 Motivational Self System. The investigation aimed to elucidate how students' motivation and global outlook influence their OILE practices. Results indicated that participants were moderate OILE users with a relatively restricted global outlook, displaying diverse levels of motivation. Moreover, participants' engagement with OILE was notably shaped by their Ideal L2 selves and IP. The findings propose that participants perceived OILE as a means to connect with the international English-speaking community. Pedagogically, the study advocates for educating learners about the potential advantages of OILE use and emphasizes the need for institutions in this context to cultivate learners' International Posture.

The fact that English teachers encounter challenges while employing student-centered pedagogy and assessment practices is beyond argument. Empirical evidence indicates that, particularly in the context of Najran University, relatively little attention has been paid to researching the issue and offering solutions to coping with it. Consequently, this study examined English as a foreign language (EFL) teachers' employment of student-centered pedagogy and assessment practices in the Saudi EFL context concerning execution, challenges, and solutions. Also, it correlated the respondents' answers with their gender, experience, degree, and specialization. The descriptive survey design was used to achieve the study objectives. The study tools, a questionnaire and a semi-structured interview were applied to a convenient sample of (73) faculty members. The results showed that the study sample highly employs pedagogy and assessment practices focused on students. In addition, the demographic variables of gender, experience, degree, and specialization did not have any significant role in affecting the responses to employing pedagogy and assessment practices. Finally, the content analysis of the semi-structured interview revealed the challenges and solutions to employing pedagogy and assessment practices. In light of the current results, the researchers proposed recommendations and implications.

Although many issues about the use of transcripts for studying classroom interactions have been addressed in other studies, little attention has been given to the use of transcripts to study student teachers' classroom interactions. To achieve a deeper understanding of student teachers' perspectives and permit the formulation of a more appropriate framework, it is crucial to hear from student teachers and investigate their experiences about the use of transcripts. Therefore, in the study reported on here we used 7 focus-group interviews of approximately 6 Saudi EFL (English as a foreign language) student teachers in each group to investigate their perceptions on the use of transcripts for studying their classroom interactions. The data were thematically analysed. Three themes that represented the participants' experiences of using transcripts to study their classroom interactions emerged: using the transcript analysis, learning from the transcript analysis, and committing to using the transcript analysis. The findings reveal that most participants felt they had autonomy in using transcripts to study their classroom interactions, but experienced some challenges. Most students were determined to change their classroom interaction based on their analyses of classroom interactions but only a few demonstrated the determination to continue using the transcript analysis approach.

The ubiquity of cyberspace has resulted in a surge in reported cyberbullying cases globally. Despite numerous studies investigating the impact of cyberbullying on students, research addressing its prevalence in the Middle East remains scarce. This exploratory study aims to assess the prevalence of cyberbullying among university students in six Middle Eastern countries: Jordan, Egypt, Iraq, Saudi Arabia, Kuwait, and Qatar. The study seeks to identify common cyberbullying forms and examine students' responses to each, considering variations based on gender, year of study, study discipline, and country. A descriptive approach is followed to achieve the study objectives. A random sample of 2,642 students (1,887 female) participated in the study by completing an online survey about their experience with seven forms of cyberbullying, and the strategies they used to deal with each. A relatively low prevalence of cyberbullying is found among the sample, with 57.6% reporting that they never experienced any form of cyberbullying and 20% reporting experiencing cyberbullying only once. The most common forms of cyberbullying were exclusion (56%), harassment (51%), and flaming (44%). While differences in the prevalence of cyberbullying are found according to gender in two forms, stalking and flaming, no statistical differences according to study discipline are evident. Students in their later years are more likely to experience all forms of cyberbullying than students in their early years (p < 0.05). The differences are significant across countries, with Jordan being highest, followed by Egypt then Kuwait. Self-defending and confrontation are found to be the most common responses to cyberbullying. Overall, the sample reported using active responses to cyberbullying more than passive responses. Females and students in the arts and humanities are more likely to respond actively to cyberbullying compared to males and students enrolled in science disciplines (all p < 0.05). The findings of the study provide a better understanding of the prevalence of this phenomenon in the region and assist stakeholders in planning preventive strategies.

This study examines reverse acculturative stress among Saudi students returning to their home country after studying in the USA. A study on Saudi students is particularly important due to scant empirical attention on Middle Eastern students. Given the population size of returning Saudi students, it is worth analyzing their adaptation to their home country, especially as the KSA has renewed its efforts at "saudification of the workforce," a goal that relies on a highly educated population. 96 university students participated in the study. Because of the gap in values between Saudi Arabia and the USA, the study hypothesized that Saudi returnees who reported higher levels of reverse culture shock would report lower life satisfaction and quality of life. Additionally, the study posited that students' identification with their Saudi heritage would correlate negatively with reverse culture shock. A novel tripartite intervention model is proposed to reduce reverse culture shock.

This investigation aims to measure the leadership skills level among Saudi undergraduates. It addresses measuring four main skills as indicators for leadership competencies: communication and personal behavior, learning and reasoning, strategic planning and civic responsibility, and self-awareness and interpersonal interaction. The study endeavors to assess the leadership capabilities of first-year college students at a Saudi university through an examination of various skills. While also investigating two mediation effects of these skills and two moderating impacts of gender and academic discipline. We perform structural equation modeling on a dataset comprising 5,992 responses collected from surveyed students. The key findings indicate a high level of leadership skills among first-year Saudi undergraduate students. The study provides support for the mediating effects of personal attributes, such as communication, personal behavior, self-awareness, and interpersonal interaction, on other leadership skills. The moderating role of study type has been supported in the relationship between learning and reasoning skills and strategic planning and civic responsibility. However, the controlling role of gender has been rejected. Research emphasizes integrating leadership skills in undergraduate education, addressing demographic factors. Insights guide policymakers to support social studies students and low achievers through systematic educational methods and tailored programs for faculty-student engagement.

E-learning has taken the lead over face-to-face instruction in higher education as a response to the COVID-19 pandemic. This shift forced faculty members to adapt to new roles and responsibilities to design and apply online instruction and assessments that require specific skills. This research aims to examine faculty experiences with online assessments during the COVID-19 pandemic at Imam Abdulrahman bin Faisal University (IAU). We used the quantitative study method to analyze faculty experience with online assessment practices during the pandemic using a structured questionnaire composed of 24 items to assess five main areas: faculty awareness, faculty satisfaction, challenges, best practices and suggestions for improvement. This study included one hundred and fifty-five faculty members between September and December 2020. The data obtained were analyzed using descriptive statistics including means, standard deviations, frequencies and percentages. Findings demonstrated high faculty awareness and satisfaction with IAU online assessment practices. However, they expressed they were challenged by their need to receive more faculty development programs on using online assessment and accurately assessing learning outcomes. Moreover, participants pointed out several best practices such as investing in learning management system tools for assessment and student feedback provision. Finally, the primary recommendation for enhancing online assessments was to provide faculty access to professional development training programmes. This study provides a reference for future research on studentcentered online learning and assessment practices, accreditation of online assessment practices and strategies for assessing and compensating for learning loss during the pandemic.

This study investigates how Saudi Arabian special education teachers believe about online learning for students with disabilities evaluating their familiarity with the subject and identifying factors affecting their preparedness to adopt this mode of instruction. Researchers aim to understand educators' perceptions of delivering special education through online platforms in Saudi Arabia through a cross-sectional analysis of quantitative data complemented by responses to three open-ended questions. The study involves 130 in-service special education teachers currently employing online methods to teach students with disabilities. The research findings reveal key insights: Firstly, most participants (79%) viewed online learning as beneficial for their students, echoing prior research highlighting its feasibility for students with disabilities. Secondly, many teachers indicated gaps in their knowledge (34%) and confidence (31%) related to online instruction emphasizing the need for tailored professional development. Lastly, challenges related to internet access (36%) and software availability (35%) underline infrastructure barriers requiring attention to facilitate effective online education for individuals with disabilities in Saudi Arabia. These findings underscore the importance of ongoing professional development and infrastructure enhancements to optimize the online learning experience in Saudi Arabia. This paper concludes by outlining practical implications and suggesting avenues for future research.

This study assessed the influence of a 10-week teacher emotionally supportive quasi-experimental intervention on the perceived teacher emotional support (PTES), basic psychological needs (BPNs) satisfaction, emotions of anxiety and enjoyment, and emotional engagement of learners of English as a foreign language (EFL). Strategies targeting the three dimensions of TES, that is, positive climate, teacher sensitivity, and regard for students' perspectives, were deployed exclusively in an experimental group (N = 63), which was compared to a control group (N = 58) in which a more typical teaching approach was followed. Classroom observations and questionnaires were used to capture three time points of changes in learner behaviors. The results of multivariate analyses revealed significant positive changes over time in students' self-reported PTES behaviors, BPNs satisfaction, emotions, emotional engagement and observed behaviors solely in the experimental condition. Learner BPNs satisfaction showed the largest group differences by mid-term treatment. With the continuous deployment of the treatment, the between-group differences peaked toward the end of the experiment for all learner behaviors. The largest variance at this stage was in learner PTES. These experimentally driven findings provide compelling evidence for the advantages of TES pedagogical interventions for second language learners.

Language learners have multiple and changing identities associated with unequal power relations; their direct identity and language learning involves imagination-created identities in communities not immediately accessible or tangible. Imagined identities drive learners' investment in meaningful learning practices. This quantitative study addresses a research gap by examining Saudi students' imagined identities and investment in English-as-a-foreign-language (EFL) learning during technical training. Data from an imagined-identity questionnaire completed by 98 participants were analyzed using arithmetic averages and standard deviations to determine how learners' imagined identities serve their language-learning investment. Results show that learners' imagined identities throughout EFL learning during technical training were positive and served their language-learning investment. Learners wanted to extend their identities, assert their right to speak, and practice learner agency, which is significant to their commitment to learning EFL. Further qualitative investigation is required to understand the interrelated nature of EFL learners' imagined identities and language-learning investment.

Early education helping young children manage prejudiced attitudes towards themselves and others is urgent. Early childhood (EC) teachers in Saudi Arabia are making significant changes by applying an anti-bias approach to deal with such issues with young children. In the study reported on here we used a quantitative approach to explore anti-bias education, including an analysis of approaches to the cultural environment, which includes teaching practices and associated learning resources. Many teachers (n = 142) in the cities of Jeddah and Riyadh in Saudi Arabia contributed to this study by completing a questionnaire. Teachers' classroom practices, such as role-play, pictures, books, toys, and materials in teaching children the concept of antibias, were deeply explored. The results of the study show that the greater the previous experience of teachers in teaching children from a culture different from their own, the greater the application of the concept of anti-bias in creating the classroom environment. There is a need for further studies on the extent to which anti-bias education is being implemented on a larger scale in primary schools in Saudi Arabia.

The purpose of this study was to investigate whether learning strategies play a mediating role in the relationship between learning attitude and foreign language proficiency. Partial Least Squares Structural Equation Modeling (PLS-SEM) were employed to analyze the structural connections among language learning strategies, learning attitudes, and their potential influence on language proficiency. The data were gathered from 1208 Saudi Arabian female secondary school students. The results indicate that learning attitude significantly influences language learning and has a notable impact on students' foreign language proficiency. Additionally, language learning strategies, particularly strategies such as memory, compensation, and cognitive, play a pivotal role in mediating the connection between learning attitude and language proficiency. This study holds implications for English language teaching. Foreign language educators should not only focus on imparting knowledge but also on fostering students' learning strategies and attitudes.

As English is today's lingua franca, ESP is a flourishing domain of English language teaching and learning for learners seeking to enhance their professional or academic performance in a specific target situation. This review aims to classify research tendencies in the MENA region through topical themes explored in two major journals of ESP, "English for Specific Purposes" and "Journal of English for Academic Purposes." The study's significance lies in shedding light on the evolving landscape of ESP research in the region, a crucial endeavor given the growing importance of English as a lingua franca in professional and academic contexts. To reach this objective, 26 papers published between 2019 and 2024 were selected based on the authors' institutional affiliation. Scholars from Algeria, Iran, Lebanon, Oman, Qatar, Saudi Arabia, Tunisia, and the UAE authored the selected research papers. The results of this review revealed a major interest in researching target-situation linguistic analysis and pedagogical implications.

This study sought to scrutinize the interplay between interlanguage pragmatic learning strategies (IPLS) usage and learner autonomy among male and female English as a Foreign Language (EFL) learners. It also examines whether gender plays a significant role in the adoption and efficacy of these strategies in the EFL learning context. The study sample consisted of 156 upper-intermediate Saudi EFL learners, comprising an equal distribution of 78 males and 78 females. Data were collected via a proficiency test, learner autonomy survey, and IPLS inventory. The results revealed significant gender-based differences in both learner autonomy scores and the application of IPLS. Female learners displayed more strategic approaches to pragmatic learning and greater autonomy compared to male learners. Additionally, a moderately positive correlation between IPLS use and learner autonomy was found for female learners, whereas a strong positive association was observed for male learners, suggesting the critical role of strategy training in fostering learner autonomy. This study provides significant pedagogical implications and substantial insights into the interplay between learner autonomy and IPLS across genders in EFL learning environments.

The paper examines the relationship between EFL learners' first impressions of their instructors and their speaking performance. The study employed a mixed-methods approach, combining a test and a questionnaire to provide a comprehensive analysis. The participants were 81 EFL learners at Taif University. The results revealed that the correlation coefficient (r) for the scores and all the constructs was small and not significant, indicating that the first impression of the students of their instructors did not affect their performance on the speaking test. We observed that the correlations among the constructs ranged from medium to high positive correlations. The study used a questionnaire to collect data on the factors that influence the first impression of the instructors, such as physical appearance, attitude, and communication style. The results showed that physical appearance and attitude were the most significant factors that affected the first impression of the instructors. The study also found that the participants who had a positive first impression of their instructors tended to perform better in speaking tasks and had higher levels of motivation and engagement.

This systematic literature review investigates the adoption and impact of English Medium Instruction (EMI) in Saudi Arabian higher education. It synthesizes findings from 18 empirical studies, primarily in applied sciences such as engineering, medicine, and computer science, while noting a dearth of research in social sciences. The review reveals a uniformity in student perceptions of EMI across disciplines, highlighting its widespread acceptance and challenges in cultural and linguistic adaptation. It also emphasizes the diversity of research methodologies used, offering insights into both teacher and student perspectives. This comprehensive analysis not only maps the current landscape of EMI in Saudi Arabia but also identifies critical areas for future research, particularly in understanding its long-term educational and socio-cultural implications.

This article describes a new questionnaire, the "Diagnostic Inventory for Self-Regulated Language Learning" (DISLL), for assessing self-regulated learning strategies of students of English as an additional language. We discuss self-regulated learning models, evaluate existing questionnaires for assessing language learners' self-regulated strategy use, and present a rationale for the DISLL. We explain Zimmerman's (2000) three-phase model, adapted with simplified phase names: "planning, doing," and "reflecting." Every DISLL phase starts with a brief scenario to help learners judge how often they employ each strategy in that phase. Already completed are a review of the DISLL 1.0 by 18 international researchers, the step-by-step creation of the DISLL 1.1, and the profiling of vocabulary in the DISLL 1.1 to ensure the simplicity necessary for intermediate-level learners. We present an argument-based validation framework, to be supported by piloting the DISLL 1.2 in Iran, Saudi Arabia, Spain, and Poland and even broader piloting of the DISLL 1.3. Statistical analyses will involve quantitative methods, e.g., exploratory and confirmatory factor analysis, reliability analysis, and confirmatory composite analysis. At least one site will also use qualitative think-aloud protocols. The DISLL will be released into the public domain for free use after version 1.3.

Guided by Activity Theory framework, this study tends to uncover prominent contradictions in the activity systems in which non-native English as a Foreign Language (EFL) grammar teacher cognition operates. The study attempts to fill the existing research gaps, as there are visible gaps in the literature to address the problem from this angle. To this end, the study used a mixed methods design, employing a teacher belief questionnaire and triangulated by a structured classroom observation checklist. The questionnaire was administered to 132 teachers, selected through stratified random sampling, while eight teachers were observed multiple times, based on purposeful sampling. The results of the study revealed several contradictions in the activity systems of EFL teacher cognition in grammar teaching. Weak teacher cognition caused by these contradictions contributes to the low proficiency level of their students. This research has practical implications and offers recommendations to enhance EFL teacher cognition in the area of grammar instruction.

The sources of knowledge have diversified and increased due to the widespread use of the Internet and smartphones. However, this diversity requires learners to know how to deal with and obtain knowledge and the extent of their credibility and usefulness. Subsequently, they must learn language learning strategies, including Memory Strategies (MSs) and Cognitive Strategies (CSs). This study scrutinizes the employment of reading MSs and CSs mediated by selected applications and tools of Internet-Connected Smartphones (ICSs) among Saudi undergraduates in an English as a Foreign Language (EFL) reading context. The study followed a quasiexperimental research design with two groups. The data was collected through a questionnaire and an achievement test. While the control group used the traditional methods of learning, the experimental group utilized their ICSs to employ reading MSs and CSs in the online learning mode after they received the necessary training. The study showed that students improved their performance in Reading Comprehension (RC) and use of reading MSs and CSs compared to their peers in the control group. The researcher recommends conducting workshops to train students on effectively employing MSs and CSs through ICSs to learn EFL reading skills.

Despite extensive efforts to improve the quality of English language teaching, Saudi students in the local primary schools have a poor level of proficiency in English. Hence, this study aims to examine the barriers to effective English teaching from the perspectives of teachers in the primary schools in Burydah primary schools in Saudi Arabia. 50 teachers in primary schools in Saudi Arabia were recruited through convenience sampling. The study recruited teachers from Buryadah, a city in Saudi Arabia. Self-reported questionnaires with close- and open-ended questions were used to collect rich data. Several teacher-related, student-related, classroom-related, and school-related challenges were reported. Teachers believed that the key barriers to effective English teaching in descending order were the limited ability to use technology, limited technical support to use technology, irrelevant curriculum, lack of training in immersive learning, lack of student motivation, cultural differences among students, overcrowded curriculum, malfunctioning air conditioners, limited engagement at the class, impaired communication skills, limited use of interactive teaching methods, limited teacher training, dull curriculum or unengaging content, limited students' ability to use technology, large class size, and limited flexibility in adapting the curriculum to the interests and needs of students. There is a need for cooperation among teachers, school headmasters, students, policymakers, and parents to address these barriers.

This research study explored the perspectives of 20 educational technologists from four Saudi Arabian universities regarding the integration of AI-powered technology, particularly ChatGPT, into online higher education. The study used a qualitative research method that relied on the principles of theoretical sampling to select participants and conducted in-depth interviews to collect their insights. The approach taken for data analysis was thematic analysis, which uncovered a rich range of insights on both the challenges and opportunities associated with students' use of AI-integrated technology in the context of online higher education. Ten significant challenges emerged that shed light on the complexities and intricacies of integrating AI-powered technology into educational environments. These challenges included issues related to technological infrastructure, pedagogical adaptation, and the need for comprehensive training programs to empower both teachers and learners. Additionally, eight threats were examined that highlighted concerns about data security, privacy, and potential risks associated with AI technology in educational institutions. This study not only provided a comprehensive overview of the current landscape of AI-integrated technology in Saudi Arabian higher education, but also provided valuable insights for education stakeholders, technologists, and policy makers. It underscored the necessity of proactive measures to mitigate challenges and threats while harnessing the opportunities presented by AI technology to enhance the quality and effectiveness of online higher education.

This study aimed to identify the relationship between training program effectiveness and English language teachers' self-efficacy. The participants of this study consisted of 144 English language teachers at Makkah schools. The data were collected via the Effectiveness of Training Program Scale and the Teachers Self-Efficacy Scale. The findings of the study revealed a statistically significant relationship between training programs effectiveness and English language teachers' self-efficacy. Furthermore, English teachers perceived self-efficacy toward student engagement and instructional strategies was medium, whereas classroom management was not high. Relevant implications and future directions are discussed within the scope of the training program effectiveness and teacher's self-efficacy literature.

The purpose of this research is to examine how Twitter hashtags have helped develop and maintain online groups in Saudi Arabia that provide resources and encouragement to parents of children with special needs. The research used a quantitative technique, collecting data systematically using an online survey. Participants were parents who were active members of Twitter networks devoted to helping those with disabilities. This research analyzed how often people used hashtags, the age of children with special needs, and gender affected how effective people thought Twitter hashtags were in bringing people together to help one another. According to the findings, more frequent hashtag use is correlated with a higher level of influence. That's why it's so crucial to keep up your regular participation. Although age did not have a statistically significant effect on how influential people felt, there were clear differences between the sexes. Because of this, it's crucial to use communication methods that account for gender differences. This study contributes significantly to our understanding of the complex dynamics at play in online support groups, illuminating their inner workings and revealing insights that may be used to increase their openness and overall effectiveness. This research provides a basis for the creation and implementation of methods that will improve the efficiency with which these online communities satisfy the requirements of its members, therefore preserving their inclusive character.

The current study investigates the impact of an educational program based on cognitive neuroscience on developing reading comprehension skills among second-grade students in the Kingdom of Saudi Arabia. To achieve this objective, the researchers employed a quasi-experimental design, selecting a sample of 59 students from Princess Nora bint Abdulrahman Al Saud School for Girls and AlMadinah Al-Jamia Educational School for Boys, both under the supervision of the Education Directorate in Najran region. The sample was divided into two groups: 30 students in the experimental group and 29 in the control group. The researchers developed two instruments: a cognitive neuroscience-based educational program and a written test. After ensuring their validity and reliability, these instruments were administered to the study participants. The results revealed statistically significant differences in favor of the experimental group, while no significant differences were found based on gender or the interaction between gender and group. In light of the results, the researchers provided a set of recommendations.

Pedagogy and assessment practices have always been the two pertinent domains of the EFL world, and there is a voice, which supports swapping the attention from teacher-centered to student-centered. Studies are available to research the two practices separately but researching them, with the view that they complement each other, as an integrated approach seems to be very limited, especially in Najran University context. Therefore, this study aims to explore learners' perceptions of teachers' employment for the practices focused on student-centered pedagogy and assessment in the EFL classroom. In addition, it correlates the participants' responses with their gender and specialization. The survey-descriptive approach was used to achieve the study objectives. The study tools, a questionnaire and a semi-structured interview were applied to a stratified sample of 200 participants. The results show that the study sample medially perceived the teacher's employment of pedagogy practices focused on students. The assessment practices focused on students were highly perceived by the respondents. Moreover, the variables of gender and specialization did not have any influence on the respondents' answers to the questionnaire. Finally, the content analysis of the semi-structured interview reveals that the majority of the interviewees approved that student-centered pedagogy and assessment practices play a positive role in improving their classroom efficacy. In light of the current results, recommendations and implications are suggested.

The main objective of the current study is to carry out a critical stylistic analysis of Al Jazeera's online news reports of the 2017 Gulf crisis. The study specifically examines the linguistic strategies employed by Al Jazeera newsmakers in order to effectively communicate their ideological perspectives. The research employs Jeffries's critical stylistic framework (2010) and corpus methodologies to examine a corpus obtained from Al Jazeera English, which covers the first month of the crisis. A combination of qualitative and quantitative methodologies has been employed to analyze the ideological implications embedded within the narrative of the platform, focusing specifically on the strategies of naming, describing, equating, and contrasting. The study discloses that Al Jazeera has used specific nouns and phrases to portray the measures against Qatar as deliberate, violent, unjustifiable, and retaliatory, blaming the Saudi leadership. Complex noun phrases and evaluative adjectives have been utilized to intensify this description, while nominalization conceals agency and creates skepticism. The narrative has subtly portrayed Qatar as a passive victim of negative actions, using equating strategies to criticize the Saudi leadership's policies and the blockade. Contrasting strategies have presented contradictory actions, questioned their credibility and legitimacy, and encouraged cohesion among Gulf nations.

The linguistic dynamics within a workplace play a pivotal role in shaping the organizational milieu, thereby significantly influencing the overall success or failure of the organization. Consequently, this investigation was crafted to scrutinize the impact of various linguistic elements, such as directive communication, empathetic discourse, proficiency in English language, and communication efficacy, on employee allegiance, mediated through the lens of trust. Employing a cross-sectional research design, data were gathered from employees within the banking sector of the Kingdom of Saudi Arabia (KSA). Utilizing questionnaires aligned with prior scholarly literature, the study employed simple random sampling techniques to solicit responses, amassing 231 usable questionnaires. The data analysis was conducted using Smart PLS 4 software. The results revealed that directive communication, empathetic discourse, English language proficiency, and communication effectiveness positively influence employee trust. Furthermore, the statistical analyses substantiated the significant impact of trust on employee loyalty. Notably, this study also confirmed the mediating role of employee trust. The implications and avenues for future research are expounded upon in detail within this investigation.

This research investigates impediments to the successful implementation of Communicative Language Teaching (CLT) in Saudi English as a Foreign Language (EFL) classrooms. Going beyond typical discussions on teacher training and curriculum development, the study explores entrenched resistance stemming from traditional teaching methods among teachers and students. The examination system, emphasizing rote memorization and grammar, poses a significant obstacle to CLT's communicative goals. Sociocultural factors, including a conservative view of education and perceived threats to Arabic identity through English acquisition, contribute to the resistance. Conclusively, the research highlights the interconnectedness of these challenges, proposing that transforming English assessment methods could gradually reshape student perspectives and boost motivation for communicative language acquisition. The study advocates pragmatic solutions such as curriculum adjustments aligned with cultural norms, comprehensive teacher training, and adaptations to the testing system to evaluate real-life language use. These strategies aim to cultivate an environment conducive to CLT adoption in Saudi EFL classrooms, moving beyond theoretical considerations to actionable steps. The research underscores the need for ongoing exploration through future studies, assessing the long-term impact of these strategies on learner attitudes and language acquisition outcomes. It emphasizes a sustained commitment to refining language education practices in Saudi EFL contexts and beyond.

Social media, in various forms, has emerged as a significant communication tool in today's digital age. This study investigates the impact of using the Twitter application to enhance rhetorical skills among students at the College of Sciences and Humanities in Al-Aflaj Governorate, Saudi Arabia. A quasi-experimental approach was utilized, with 140 students in the first semester of the year 1445 AH divided into experimental and control groups. Both groups adhered to the prescribed curriculum, but the experimental group received additional instruction on rhetorical techniques through Twitter. Pre- and post-tests were conducted for both groups, with statistical analysis showing the experimental group outperforming the control group, indicating significant achievement differences in favor of the experimental group. This study demonstrates a notable 38% improvement in rhetorical skills among students at the College of Sciences and Humanities in Al-Aflaj through Twitter use. These findings emphasize the potential of social media platforms like Twitter to enhance educational outcomes. Consequently, the integration of Twitter into the educational process is recommended. The study also suggests formally incorporating Twitter into language teaching frameworks and providing faculty training in blended learning practices.

Testing is an effective method to determine learning outcomes for knowledge and skills learning domains. The aim of this study was to examine the differences in test achievements among 50 Saudi female English major students at the College of Languages at Princess Nourah University in Riyadh. The tests were administered using two different methods: paper-based and Blackboard-based (online). Additionally, the study explored the impact of these two test methods on students' achievement in terms of course learning outcomes. The results of the study indicated that there was no significant difference between the two test methods in terms of overall test scores. However, it was found that the Blackboard-based test resulted in slightly higher scores for knowledge domain outcomes, while the paper-based test showed higher scores for skills domain outcomes. The results obtained in this study suggest that both paper-based and Blackboard-based test methods can be equally effective at assessing the general achievement of students. However, the choice of test method may have a slight impact on the specific learning outcomes being assessed, with Blackboard-based tests favouring knowledge domain outcomes and paper-based tests favouring skills domain outcomes. Furthermore, when using Blackboard-based tests, time pressure should be taken into consideration, as it is observed to significantly influence students' performance in both learning domains.

This study aimed at investigating the impact of story-based extracurricular tasks on enhancing the speaking skills of EFL learners. The parameters of grammar, pronunciation, vocabulary, and fluency were examined. A pre-test/post-test one shot case study design was adopted. A sample of 20 students, enrolled in the common first year program at Jouf University, Saudi Arabia, participated in the study. The results showed that learners' speaking skills improved due to the use of the story-based extracurricular tasks. Findings also showed that the highest improvement in students' speaking skills was in pronunciation, followed by vocabulary, and then, grammar. Fluency was the least improved skill. The study recommends the incorporation of story-based extracurricular tasks in EFL programs for enhancing speaking skills. Educators should choose culturally relevant stories that correspond to the learners' proficiency level. They should involve students in conversations and arguments about the stories, prompting them to examine the themes and implicit messages. This study also recommends to use other resources such as language games, quizzes, and dramatization for enhancing speaking skills of EFL learners.

The English reading ability of university students is crucial for their academic achievement, regardless of whether they are studying English or any other subject in English. Examining the affective factors that influence this ability is critical for understanding its development. Research has been conducted on the correlation between first language (L1) and English as a second language (ESL/EFL) reading attitudes, but there is limited research on the correlation between L2 and L1. This research seeks to investigate the similarities in reading perspectives between Arabic-speaking international students and English-speaking university students. The study employed surveys and semi-structured interviews to evaluate individuals' viewpoints on bilingual reading. The objective was to assess individuals' attitudes towards reading in two languages. Both quantitative and qualitative analyses were conducted. The study revealed that students' reading preferences remained consistent across different languages. However, the relationship between second-language reading attitudes and first-language reading attitudes was found to be minimal. The implications of the current study suggest that enhancing reading attitudes in both languages may enhance reading ability. The study utilised subjective data and targeted a specific demographic, limiting its generalizability to more diverse student populations.

Virtual reality (VR) is used across the educational spectrum (higher education, high school, primary school, and even pre-school); however, primary school teachers' perceptions of using VR in their classrooms require further research. A brief review of the literature of 100 existing articles related to teaching within the primary school context was conducted. The articles were obtained by performing a word search within Google Scholar, with the keywords 'virtual reality primary school teachers 2018 - 2023'. Teachers indicated both hesitance and enthusiasm for incorporating VR. The findings of this study indicated that only a low number of articles (n = 11) addressed VR and primary school teachers, compared to the total number of articles reviewed (n=100). Researching VR and teaching assists in supporting the wider fringe aspects of e-learning practices, such as VR. It advances the compass of e-learning knowledge by integrating immersive learning tools into the primary school classroom.

The task of verifying credible and original information is now more complicated, especially for undergraduate students. This study uses information literacy and discourse analysis to develop English as a foreign language learners' critical reading skills while verifying information on social media. A reading test including false news was used to assess the learners' awareness of the credibility of social media information. Then, they were divided into experimental and control groups. The experimental group was trained in evaluating a set of false news using information literacy and discourse analysis skills. The control group did not receive any training. The experiment was conducted again on both groups. The results show a significant improvement among the experimental group compared to the control group. The findings of this study shed light on the growing need for creating a pedagogical space in English as a foreign language classroom that focuses on raising learners' awareness of information literacy and discourse analysis skills to read with critical perspectives.

The coronavirus disease (COVID-19) crisis and the coincidental shift in public education to distance education was a starting point from which all educational institutions, especially those in developing countries, must benefit in terms of e-learning development. The need to effectively explore the use of e-learning after returning to school (face-to-face) has been increasing. Thus, we investigated the use of e-learning after the COVID-19 pandemic by examining the case of Saudi Arabia. The findings of this case study can be applicable and beneficial to other countries. By applying a qualitative research design, 15 Saudi digital skills teachers were invited to voluntarily participate in this study, and an open-question survey was conducted electronically using the snowball technique and a focus group. The teachers' reflections on this experience have implications for their professional development and are an opening for using educational technologies and utilizing students' digital skills in education. The study shows that the teachers continued using e-learning in their daily teaching after the pandemic. The three most important theme determinants in this study were the teachers' use of e-learning for blended learning, communication, and professional development, in this order. Moreover, the teachers believed that they and their students had acquired and developed many skills as a result of using online learning. Finally, the study implications and suggestions are highlighted in this article.

Reflective practice is an essential catalyst through which the benefits of teaching and learning can be reaped. Through it, weaknesses and strengths can be identified in a way that helps raise the level of addressing challenges that may arise as well as overcome them. This paper presents the critical reflective practices among computer science secondary school teachers from their point of view in Riyadh, Saudi Arabia. To this extent, the study aims to determine the degree of critical reflective practices among computer science secondary school teachers in Riyadh from their perspective. The paper also seeks to investigate the effects of variables such as gender, qualifications and experience on the perceptions of the aforementioned teachers, towards the critical reflective practices among computer science secondary school teachers. The study tool is a questionnaire which consisted of two dimensions and was distributed to a population of 739 participants. From this, the study sample comprised (223) computer science teachers working in secondary school in Riyadh. The findings revealed that there is no significant difference in the estimation degree concerning the critical reflective practices due to the gender. From the results, it was also established that there is no significant difference in the degree of estimation in relation to the critical reflective practices due to educational qualification variables. On the contrary however, there is a significant difference in the degree of estimation in regard to the critical reflective practices due to the years of experience variable. These differences were evident in a group of those with more than 10 years of experience. The other findings produced by the study highlight that the participants are in agreement about the importance of critical reflective practices. The degree of reflective practice, which is from the participants' point of view, is considered to be of a high value. The majority of the subjects opted to agree with the practice of reflection after a training session. It was determined from the results that some of the most common strategies favored by practitioners involved the communal practice of mind reflection with individuals from outside the school.

This study explores Arab university faculty's views on fully AI-generated assignments and research papers submitted by students, what reasons they give for their stance and how they react in this case. Surveys with a sample of 45 Arab instructors revealed that 98% do not accept AI-generated assignments and research papers from students at all. They gave numerous reasons for their position. If students submit AI-generated assignments or research papers, they would ask them to re-write them. The study recommends raising students' awareness of university policies regarding AI-generated content and introducing faculty and students to AI plagiarism detection tools. Faculty views and recommendations are reported in detail.

Student translators at the College of Language Sciences take a Media and Political Translation course in which they translate the latest news stories, media and political texts and terminology. This study proposes a model for integrating Gaza-Israeli war terminology and texts in translation instruction to familiarize the students with terminology such as names of weapons (grenades, mortar, drones, missiles, Merkava, Cornet anti-armor, mortar shells), toponyms(Khan Younis, Maghazi, Sderot, Ashkelon), crossings (Rafah, Erez), Jihadist groups and brigades (Islamic Jihad, Golani), military actions (incursion, bombing, shelling, genocide, displacement) war metaphors (target bank, carpet bombing, scorched earth, fire belt, Philadelphia Axis, Hannibal's plan), (UNRWA, Gaza hospitals, starvation, humanitarian aid) and others. English and Arabic texts can be collected from mainstream media as RT, BBC, CNN, Al-Jazeera and Al-Ghad. A class blog can be created for posting translations, corrections, discussions, and feedback. The students can practice full, summary, and conceptual translation and avoid word-for-word translation. They can watch news stories about the Gaza-Israel war, write a summary translation of it and receive comments and feedback. Beginners can translate short news excerpts (few lines). Students make sure their translations are cohesive, make sense and are easy to read. Students should use Google Translate and artificial intelligence (AI) with caution and should read the same news story in both English and Arabic to get used to the terminology and their equivalents. The instructor serves as a facilitator. Further instructional guidelines and recommendations are given.

The study aimed to reveal the degree of special education teachers' employment of electronic educational games in teaching the disabled. It also showed statistical differences according to the variables of gender, academic qualification, and years of experience. To achieve the objectives of the study, the descriptive survey method was used. The study sample consisted of (96) male and female teachers, of whom (47) male and (47) female teachers were chosen in a stratified random manner from the Directorate of Education for Najran region in the Kingdom of Saudi Arabia in the academic year 2022/2023. A questionnaire consisting of (30) items was used, distributed in three domains: planning, implementation, and evaluation. The results showed that the degree of special education teachers' employment of electronic educational games in teaching students with disabilities obtained a mean of (2.57), with a low degree. The results also showed that there are statistically significant differences in the responses of the study sample about the degree of special education teachers' employment of electronic educational games in teaching students with disabilities due to the variables of academic qualification in favor of postgraduate studies, and years of experience in favor of more than ten years. However, there was no statistically significant difference due to the gender variable. The study recommended that the Ministry of Education should pay attention to holding and organizing various specialized training programs to develop the capabilities of special education teachers to employ electronic educational games in teaching, especially in planning, implementation, and evaluation.

Technological advancements have led to the emergence of the Fourth Industrial Revolution (4IR). Students' readiness to use 4IR technologies is thus essential for the development of knowledgeable, competent, and skilled graduates. However, ensuring students' readiness to use 4IR technologies is quite challenging, leading to a need to understand the factors that influence readiness in this regard. In this study, a research model was developed for examining effects of students' technical skills, attitudes, and knowledge on their readiness to use 4IR technologies. Data were collected from 182 students through an online survey. A two-step data analysis was then performed using AMOS. A confirmatory factor analysis was conducted to assess the research model, and SEM was then applied to examine the hypotheses and relationships between the constructs. The results demonstrated that students' technical skills, attitudes, and knowledge levels significantly influenced their readiness to use 4IR technologies. Recommendations for policy and decision makers in higher education were drawn from this research to increase students' readiness for adopting and using 4IR technologies.

This study aimed to identify the reality of the rehabilitation of people with intellectual disabilities and their employment from the point of view of their parents in the city of Mecca, where a questionnaire was designed as a tool for collecting data, and the sample of the study consisted of (142) parents of persons with intellectual disabilities enrolled in vocational rehabilitation programs in schools of intellectual education and institutes of intellectual education in the Holy City of Mecca, and were selected in a random way. The results of the study indicated that the reality of rehabilitation and employment of persons with intellectual disabilities came at a moderate level. The results showed that the obstacles to rehabilitation and employment came at a high level. The results also showed that there were no statistically significant differences ([alpha less than or equal to]0.05) in the following variables (gender, age, educational qualification), while there are statistically significant differences ([alpha less than or equal to]0.05) attributable to the variable (level of disability) where they appeared in favor of fragile syndrome in the level of reality of rehabilitation and employment, while in favor of Down syndrome in the obstacles that prevent rehabilitation and employment.

This research aimed to identify the role of the secondary school in confronting cyberterrorism in the kingdom of Saudi Arabia. The research used the descriptive approach with a questionnaire to achieve the aim of this study. The questionnaire consisted of (37) statements which are distributed for four dimensions which are: the role of each teacher, the role of the school administration, the role of school courses and activities and the role of the school counselor in confronting cyberterrorism. The research revealed a great important role of the school in confronting cyberterrorism with a mean of (3.62) as it came after the role of school courses and activities which was followed by the role of the teacher, the role of the counselor, and the role of the school administration came last. In addition, the research recommended of developing the role of the school in confronting cyberterrorism by various thoughts, activities, and suggestions.