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This systematic literature review aims to offer an in-depth analysis of the existing research landscape regarding the application of the flipped classroom approach within the domain of language learning. The investigators methodically selected and analyzed 57 papers from 656 documents using a systematic and rigorous approach to literature selection. Our findings demonstrate the significant international impact of this field, with contributions from many countries and districts as well as globally excellent academic institutions. This review examines multiple areas of research, including improving students' perceptions and attitudes in flipped classrooms, language proficiency, motivational factors, etc. In addition, the research methods employed were evaluated, with a particular emphasis on mixed methods which combined the quantitative method with the qualitative method. Even though the application of flipped classrooms in language learning has achieved some achievements, some limitations are obvious. The most notable are the problem of sample size, the difficulty of technology integration, the lack of teacher training, the singularity of language research, etc. The research gaps revealed in this literature review, indicate interesting possibilities for future research. The diversity of research languages, the multiplicity of research methods, the integration of advanced technologies, and intensive teacher training will be significant of the area focus. This systematic literature review not only enriches the existing knowledge system but also has the potential to the direction of the development of flipped classrooms in language learning.

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.

Critical thinking and anxiety influenced the translation competence of translators. This study sought to examine the interactions between critical thinking, attitude, and anxiety influenced the translation competence of translators. This study adopted an empirical approach to collect data from 145 student translators from many colleges in Saudi Arabia. The questionnaire was used as a data collection tool. Data were analyzed by using structural equation modelling to find out the relationship between the study factors. The results indicated that there was a negative relationship between AI anxiety with critical thinking and attitude. However, there was a strong positive relationship between attitude with critical thinking, and Machine Translation anxiety. Also, there was a positive relationship between Machine Translation anxiety with AI anxiety and critical thinking.

Medical education continually adapts to the needs of future health care professionals, with student motivation in research being a pivotal aspect. This study at Alfaisal University aimed to explore the motivations, benefits, and challenges faced by medical students in extracurricular research activities. Using a mixed-method approach, we combined quantitative surveys with qualitative group interviews. Findings revealed that both extrinsic (e.g., enhancing postgraduate training prospects) and intrinsic (e.g., personal interest and skill refinement) factors significantly motivate students to be involved in research activities. Participants unanimously acknowledged skill enhancement, particularly in literature comprehension, creative ideation, and networking. However, challenges such as conflicts with course scheduling, lack of hands-on experiences, and mentorship issues were identified as potential barriers to research participation. Addressing these barriers and understanding motivations can inform the design of research programs, enhancing the overall student research experience. This study underscores the importance of research in medical education, emphasizing the need for institutions to prioritize addressing challenges and leveraging benefits to prepare medical students for a research-integrated clinical future.

Intellectual Capital (IC) of schools is an important strategic resource that can be invested and used in achieving school objectives, increasing its efficiency, competitive capacity and continuously developing its performance. Intellectual Capital is characterized by distinguished individuals who have knowledge, skills and capabilities that enable them to bring about change and development in schools, Intellectual capital consists of four basic components represented in human capital, structural capital, relational capital and social capital, which represent a source of competitive advantage for schools; which enable to develop its productivity and develop its capabilities for innovation and creativity and the growing investment in people. Therefore, this study was to identify the availability of Intellectual Capital components in public education schools in Saudi Arabia. The study used the survey descriptive approach. A questionnaire was collected from a random sample of (649) male and female teachers in the elementary, middle, and secondary schools. The study concluded that Intellectual Capital components are significantly available in public education schools, and there are statistical differences at the level of significance ([alpha] [less than or equal to] 0.01) between male and female schools in the availability of Intellectual Capital components in favor of female schools. There are also statistically significant differences at the level of significance ([alpha] [less than or equal to] 0.001) between primary, middle and secondary stages in the availability of Intellectual Capital components in favor of primary stage.

This study aims is to examine the degree of satisfaction among students in the preparatory year at the Prince Sattam Bin Abdul Aziz University (PSAU) and Imam Abdul Rahman Bin Faisal University (IAU) regarding the virtual lessons and educational platforms during the 2019 coronavirus pandemic. It focused on the educational services provided through educational platforms and virtual lessons especially those that replaced traditional lessons during the pandemic period as an alternative option for continuing the educational process and the difficulties they faced during the pandemic. The sample represented a transitional stage between secondary and university education and the results were based on the opinions provided by males, females and students with disabilities. In addition, the study relies on a descriptive and analytical approach and contains 31 questions that were given to 276 undergraduate students. It was found that the virtual lessons through the educational platforms were a good solution for the students because they saved time and effort and supported students with disabilities. The results also showed that 78.5% expressed satisfaction with using virtual lessons and educational platforms which indicates the success of the process of transitioning to distance education during the COVID-19 pandemic. The two universities were recommended to make the necessary improvements.

The rapid spread of COVID-19 has forced schools and universities to close. Globally, education systems face unprecedented challenges, and learning management systems (LMS) are the only solution. The current study aimed to investigate the effectiveness of a Blackboard collaborative breakout group on the cognitive achievement of physical education teaching styles. The quasi-experimental method involved creating two groups: one experimental and one control, with the experimental group using Blackboard collaborative breakout groups and the control group relying exclusively on online lectures and continuing with the same method without breakout groups. The study sample consisted of 40 students who were randomly assigned and divided equally into the two groups. Based on the research sample, homogeneity within the group and equivalence between groups in terms of age, Grade Point Average (GPA), and high intelligence test (IQ) were evaluated. The results showed that the experimental group's cognitive achievement was superior to that of the control group. Therefore, the design of the learning process enhances student collaboration, participation, and reinforcement. Additionally, the experimental group retained the learning outcomes for a month after the cessation of all teaching and learning processes. To conclude, giving a lecture using webinar tools such as Blackboard Collaborate Ultra does not necessarily mean achieving the intended educational goals. As a result, it is necessary to look for ways to integrate active learning strategies, such as collaborative learning, to enhance student involvement in distance learning.

This study explores the impact of mind mapping on the writing of English as a Foreign Language [EFL] among Saudi learners and the bilateral effects of mind mapping and other writing processes. Little research has been devoted to the effect of electronic mind mapping as a mediating tool. Despite the cyclical nature of writing processes, the co-effect of mind mapping--electronic or manual (a pre-writing process)--and other writing processes have barely been examined in second language writing research. The study employed an experimental design with convenience sampling and qualitative data from interviews with the participants. The participants were divided into three groups according to the type of mind mapping used: manual, electronic, and control groups. The electronic and manual mind mapping groups outperformed the control group, and the electronic mind mapping group performed significantly better than the manual group. The findings revealed that both types of mind mapping had a positive impact on overall writing achievement. The participants' responses to the interview questions clearly reflected that other writing processes changed the initial mind maps. It is hoped that the positive findings on the effects of mind mapping reported in this study will encourage EFL teachers to implement innovative min mapping techniques in order to raise EFL learners' writing standards.

Pronouncing English clusters may be challenging for Arab English learners. Technology-based strategies can be used to improve their pronunciation of English consonant clusters. This study examined how high variability phonetic training (HVPT) can be used to improve the pronunciation of consonant clusters among English as a foreign language (EFL) learners. The current study examined 58 Saudi undergraduate students. The participants were randomly assigned to two groups. The control group was provided with a list of words in the consonant clusters. Participants in this group viewed a video in which all these words were pronounced in isolation (decontextualized group). The use of HVPT as a platform for contextualized pronunciation led to considerable improvement in the participants' ability to pronounce words with consonant clusters. Moreover, using HVPT helped the students remember the correct pronunciation of the relevant words with consonant clusters.

The present study examines the impact of implementing video captioning and subtitles on listening comprehension with special reference to the speaker's speed. A total of 64 undergraduate Saudi EFL learners were assigned into six groups: fast speaker with full captioning, fast speaker with subtitles, fast speaker with no captioning nor subtitles, slow speaker with full captioning, and slow speaker with subtitles, slow speaker with no captioning nor subtitles. Each group was instructed to watch a video in English under its assigned condition and then answered a listening test. Participants also answered a questionnaire to determine the impact of these conditions on their cognitive load. The results revealed that the group that viewed the video of slow speakers with a caption obtained the highest score on the listening comprehension test, followed by the group that viewed the video of fast speakers with a caption. The group that viewed no caption video of fast speakers obtained the lowest scores. The questionnaire analysis indicated that the students in the subtitle slow group reported using low mental effort, whereas the students in the caption fast group reported using very high mental effort followed by the students in the caption slow group who also reported using high mental effort.

Research demonstrates that attempts to improve the quality of education in higher education institutions (HEIs) through external quality assurance (EQA) systems have not always produced the expected results due to the complex nature of education and scepticism regarding the applicability of EQA systems to education. It frequently resulted in escalating tensions and distrust between academics and policymakers. The 2004 implementation of accreditation by the National Commission for Accreditation and Assessment (NCAAA) in the Kingdom of Saudi Arabia (KSA) intended to improve the education of HEIs and ensure the application of high standards. This mixed-methods research study aims to evaluate the impact of academic accreditation in KSA after nearly two decades of implementation. We collected quantitative data from participants at ten accredited universities using two self-designed Likert-scale surveys based on the NCAAA accreditation standards and ten semi-structured interviews for the qualitative data. The results indicate significant improvements but highlight some imperfections and contradictions that make it essential to ascertain our findings cautiously. This study demonstrates the value of qualitative data to better evaluate the effectiveness of EQA instead of a single quantitative approach.

This study has been conducted with eighty undergraduate EFL students at Qassim University, over a period of six weeks, with forty students each in control and experimental groups. The results from the mixed-method analysis show that the experimental group achieved higher scores in listening skills and general comprehension than the control group. There were, also, four listening difficulties experienced by students namely, lack of time to learn, lack of facilities, lack of mastery of vocabulary, and difficulty with the phonics of English. Communication problems stem not just from widely held misconceptions (such as, that listening skills need no training) but also, from the paucity of institutional training in these skills, particularly in the larger context of Saudi EFL classrooms. To facilitate a more wholesome learning experience for the EFL students, language teachers and course designers need to consider these four listening barriers and adopt feasible methods to overcome them. This can be achieved by training teachers to endorse action research by which they can analyze the problems that students encounter and apply effective teaching implications to overcome them.

Vocabulary is often considered as a key predictor of second language ability, and how teachers and learners' beliefs and conceptualizations about vocabulary affect their teaching and learning has recently gained unprecedented momentum in the field of second language education. However, despite their importance, there is a paucity of research that has combined data from teachers and learners to illuminate their beliefs and conceptualizations. The main aim of this quantitative study is to combine data from English language teachers and learners to explore their beliefs and conceptualizations about vocabulary learning and knowledge. The study voluntarily recruited 113 learners and 91 teachers from a major Saudi university to fill out an online questionnaire. The findings revealed that both teachers and learners generally valued vocabulary on a par with grammar, listening, speaking, reading, and writing, and that both groups showed a general understanding of the basic components of word knowledge; however, their beliefs differed significantly. The results also indicated that despite showing an awareness of the role of textbooks and the incidental approach to vocabulary learning, there were significant differences in teachers and learners' beliefs. The study concluded with a range of suggested implications, as well as suggestions for further studies on how to address the present lacunae in the field.

Advancement in online collaboration between community members enables new forms of feedback in language learning settings. This exploratory study presents an analysis of peer feedback on writing tasks. Participants included learners of English and Arabic as foreign languages, at the college/university level, in two learning contexts (Saudi Arabia and the United States), throughout a 12-week telecollaborative project. Four different tasks, related to giving feedback on each other's writing, were given to participants in the two contexts. These activities were designed to investigate the impact of this approach at enhancing foreign language learning with telecollaboration. The objective was to create a digital environment for language learners, in which cultural elements could be discussed among people from diverse backgrounds. The study applied qualitative methods, using codes and thematic analysis. The data analysis was conducted with qualitative methodology, classifying speech acts and language functions based on Leng's framework (2014). The findings confirmed the positive contribution of this approach for language learning, specifically increasing intercultural understanding. Participants, regardless of their linguistic or cultural feedback, easily maintained reciprocal communication through shared feedback. Social interaction regarding the cultural encounter culture served as an active agent for the learning process of each target language. Pedagogical implications of this research include the value of situating peer feedback within telecollaboration to help students create their own intercultural stances by negotiating linguistic, social, and cultural inputs.

The aim of this research is to treat the shortcomings of teacher training programs in Saudi Arabia. Some of these programs are not able to fulfill the requirements of professional development because they neglect the impact of different interaction patterns (group and content--individual, content, and trainer--group, content, and trainer) within the e-training environment. This research used the experimental approach with a quasi-experimental design. The research sample was limited to a random sample consisting of 60 mathematics teachers, who were randomly divided into three experimental groups, equally. The results revealed that there are statistically significant differences at 0.05 between the average scores for middle school mathematics teachers in the post application of the cognitive achievement test, observation card, and product evaluation card related to the skills of producing interactive lessons due to the impact of the different interaction patterns in the e-training environment.

The current study aimed to explore the effectiveness of a vocational guidance program in improving vocational awareness toward handicrafts among female breadwinners. Also, it aimed to understand the impact of the vocational guidance program on the attitude toward life among female breadwinners as well as community service through training on handicrafts. To achieve the objectives of the study, the researchers used the scale of vocational awareness toward handicrafts (prepared by the researchers), and the scale of attitude towards life (Ma'shi, 2018). The questionnaires were applied to a sample of (15) female breadwinners who benefit from the services of the Social Development Association in Najran. The data were statistically processed using the Z-value test and Wilcoxon test. The results indicated that there were statistically significant differences in favor of the posttest after implementing the program both at the level of vocational awareness or attitude towards life. The study recommended directing workers in charitable associations like social development associations to benefit from and support the program used in the study to expand its implementation in all charitable associations. Also, there is a need to pay attention to handicrafts to develop the skills of community members and help them enter the labor market as productive individuals for their families and society and the optimal investment for community development associations. This can be achieved through holding seminars, training courses and awareness programs that aim to positively move toward community development. In turn, this development contributes to supporting female breadwinners to engage in the labor market and adapt to life in general by establishing partnerships with various parties such as education departments, universities and training centers to provide these programs.

COVID-19 pandemic and the following preventive measures required a transition from the traditional face to face learning methods to the online ones. The study aimed to investigate the EFL Learners' perceptions about virtual classes during the pandemic in Hafr Al Batin University in Saudi Arabia. In the study, a quantitative research method was adopted. It aims at assessing EFL learners' perspectives towards virtual classes and the main benefits gained from them. The participants were composed of randomly selected a hundred and thirty-four Saudi female undergraduate EFL students at the University of Hafr Al Batin. Th data were collected via a thirty-item questionnaire developed by the researcher. The results revealed that the EFL learners at Hafr Al Batin University were positively disposed toward virtual classes. The merits of virtual classes that the participants cite were efficient communication, immediate feedback, and exciting teaching methods and materials. The study recommended virtual classes for learning and teaching in EFL environments like Saudi Arabia.

Teachers' beliefs have been shown to have a significant impact on educational practice, particularly in the domain of grammar instruction, where teachers have strong opinions. Traditional grammar training is sometimes criticized for promoting lower order thinking and relying on rules of thumb rather than new language developments. A rising corpus of research on grammar instruction proposes that linguistics, conceptual knowledge, and introspective or higher-order thinking should be prioritized in grammar training. Generally, this present study explored the metalinguistic reflective beliefs and teachers' beliefs on grammar content knowledge. It hoped to address the gap on this problem of inquiry. This study employed a cross-sectional survey research design for 266 EFL Saudi teachers. A questionnaire was used as an instrument for data gathering in this study. Results showed that Saudi EFL teachers have a positive view of their metalinguistic reflective beliefs. They also have positive beliefs on grammar content knowledge. It also surfaced that there is a positive relationship between the two variables (metalinguistic reflectivity and grammar content knowledge), implying that when teachers have a high level of metalinguistic reflectivity beliefs, they highly manifest acceptable beliefs in teaching grammar content. Implications of this study will strengthen the language teaching skills of teachers to strengthen the grammar curriculum of the Saudi context.

COVID-19 has changed the field of education. This paper aimed to re-envision the post-pandemic higher education landscape in Saudi Arabia. This study employed descriptive-qualitative research design. Twenty postgraduates completed a journal task at a public university in the Eastern Province of Saudi Arabia. The responses revealed their first-hand experience of multi-sectorial communities caused by the COVID-19 lockdown, including students, parents and teachers. Results showed that there are seven positive and eight negative impacts of emergency distance education caused by the pandemic lockdown and various themes have emerged, including Social and Educational. To succeed in the post-pandemic era, teachers need to acquire online pedagogical content knowledge and teaching strategies, conduct effective student evaluation and engage students in both virtual and in-person labs and classrooms. This study contributes to quality access of students toward online learning in countries, where distance education is still in its infant stage, such as Saudi Arabia.

Teaching writing in English is a particularly daunting task for EFL teachers. Much of it concerns teaching accuracy in text production, development and thought expression which is usually not the teachers' stated aim. Thus, teachers' perceptions to the teaching of writing and the actual classroom practices need examination, which is the aim of this study, a prerequisite to recommending pedagogical changes to bridge the gap that exists between educational aims and outcomes so far as the teaching of writing to EFL learners in Saudi tertiary level educational institutions is concerned. The study applies a quantitative approach via a survey conducted with one hundred EFL teachers at Imam Mohammed Ibn Saud Islamic University (IMBSIU, henceforth), Qassim University and King Khaled University, Saudi Arabia. Results suggest that inadequate English resources and inefficient teaching methods are, in general, the main causes of poor writing skills. Further, the teachers perceive limited lexis, irregular sentences, and orthographical differences with the mother tongue as impediments in the learners' ability to write well in English. The study concludes with some pertinent recommendations to remedy the situation.

This study's principal aim revolves around expanding comprehension of the facets affecting people's readiness to use foreign languages. To achieve that, the study investigates the various elements of verbal interaction between undergraduate English as a Foreign Language learners and their instructors in the classroom. Linguistic skills are of particular interest, especially their connection to learners' readiness to speak during classes. The research aims to answer the question 'How does language proficiency affect the willingness to communicate among Saudi EFL students in the classroom?' Qualitative data was gathered through the implementation of a triangulation strategy that incorporated focus-group discussions and individual interviews. Moreover, the research takes inspiration from the work of MacIntyre (1994) and MacIntyre and Charos (1996), who focused on learners' readiness to speak as the conceptual basis for their studies. The study shows that learners exhibit an unwillingness to speak in EFL settings due to perceived linguistic inadequacies, a limited lexicon and concerns that they may make mistakes when attempting to speak English, which would, in turn, prompt further misunderstandings. The study concludes with recommendations for further studies in similar institutions to investigate other factors that may influence students' willingness to communicate.

This study aimed at identifying the professional development requirements for biology teachers at the secondary stage in light of the Kingdom's vision 2030 and the degree of availability of these requirements from the viewpoint of biology teachers. The study also aimed at revealing the differences in the responses of biology teachers about the requirements of professional development according to some variables (years of experience, training Program, academic qualification). The study used the descriptive methodology and was applied to a sample of (79) teachers. The study used a questionnaire consisting of (72) items as an instrument, which was distributed on seven domains. The results showed that the degree of availability of professional development requirements for biology teachers at the secondary stage was medium. The results also showed statistically significant differences in the teachers 'responses to the degree of availability of these requirements due to the variables of training Program and years of experience, while there were no statistically significant differences due to the academic qualification variable. A suggested proposal was prepared to achieve the requirements of professional development for biology teachers.

This study aimed to explore the relative effect of training English as a Foreign Language (EFL) learners in debates on their oral and written performance. It also investigated the effect of training on students' ideal second language (L2) self and communication apprehension. An intact class of English majors at a Saudi college (N=32) received training on debating for two months. Tools of data collection included a speaking test, a writing test, and a questionnaire probing students' level of ideal L2 self and communication apprehension. Paired samples t-test revealed significant improvements in oral and written performance from pre- to post-testing. Surprisingly, the training had a significantly stronger effect on students' writing than on their speaking. It is surprising because what comes to mind when the word debate is mentioned is speaking, not writing. Group debating performance also improved from pre- to post-testing. Finally, training significantly improved students' ideal L2 self and reduced their communication apprehension. The debate activity thus apparently enhances EFL learners' oral and written performance, as well as their ideal L2 self. It also seemed effective in reducing their communication apprehension. A number of pedagogical implications are offered.

Writing helps one to connect and remember. It makes individual reflections and thinking clear and meaningful to survive in the world of symbols. The present study adds to the existing body of knowledge on determining the interplay of writing anxiety, writing strategies and writing achievement of Saudi EFL learners. It further explored the use of writing strategies to reduce writing anxiety and to illustrate its effect on EFL students' writing achievement. The study employed a descriptive correlational research design to the 128 EFL-major students (56 males and 72 females). Participants were advised to respond to a written apprehension inventory and to complete a writing activity. Multiple writing workshops were done with the students to ascertain their writing anxiety, writing strategies and writing achievement. Inferential statistics were used to determine correlations between learning and teaching methods both among high- and low-risk students. It was revealed that writing anxiety is negatively correlated to their writing strategies and writing achievement. The results of this study question the common assumption that some of the Saudi students' fears are relevant to their writing. The results showed that students with no learning apprehension prefer creative more than tense strategies.

This research study examines academic self-perceptions and course satisfaction among university students and associated factors during virtual classes. A cross-sectional online survey of (n = 328) undergraduate and postgraduate Saudi students who took virtual classes during the second semester of the academic year 2019-2020 and the first semester of the academic year 2020-2021 during the coronavirus disease 2019 (COVID-19) pandemic. The findings demonstrated students' scores on negative academic self-perceptions (mean (M) = 9.84; standard deviation (S.D.) = 3.09) are significantly higher in comparison to positive academic self-perceptions (M = 7.71; S.D. = 2.46) and the difference was statistically significant, t(327) = 3.69, p < 0.001. The analysis demonstrated that mean differences were significant across 'year of study', 'field of study', 'CGPA' (cumulative grade points average), 'employment status', 'on-site work' and 'being a parent of young child' (p < 0.01). Correlation analysis shows a linear positive association between perceptions of workload and low technical support with negative academic self-perceptions (p < 0.001) and an inverse relationship with positive academic self-perceptions (p < 0.001). The multiple regression analysis demonstrated that the predictor variables in the model (perceptions of workload and technical support) explain 62% variance in negative academic self-perceptions and 41% variance in positive academic self-perceptions. Furthermore, the analysis demonstrated that positive academic self-perceptions bring a 32% variance in course satisfaction. These findings underscore the importance of balancing workload during online studies in higher education and provision of adequate technical support to reduce the negative academic self-perceptions which are associated with lower levels of course satisfaction. Students' academic self-perceptions and course satisfaction during virtual studies are important factors to retain students' motivation in learning and academic performance.

Technology integration has a great impact on learners' learning styles and everyday life, where various encouraging responses come across in language learning institutions through the use of mobile technology. WhatsApp application instantly transfers information in different modes. At the present time it can be effectively used as a platform to engage learners with conventional classroom setting. The present study is an attempt to investigate learners' attitudes towards WhatsApp application and their intention for future use. 32 EFL learners were exposed to learn vocabulary by the use of WhatsApp application for a period of 6 weeks. Data were collected by using questionnaire and semi-structured interviews. The result exhibited higher levels (M= 4.4 and Mode 4.37) of the mean scores of the learners' perception and (M= 4.3) on WhatsApp Usage attitudes. The finding of the study indicated that learners expressed positive attitudes in using WhatsApp applications for vocabulary development. The present study also suggests that the integration of WhatsApp should be fortified to learners, instructors and institutions in developing other language learning process.

This paper examines the linguistic barriers that impede English language communicative proficiency of the students of English language in the college of sciences and humanity studies, Thadiq, Shaqra University, Saudi Arabia. The paper gives the specific linguistic problems that detain attaining a perfect English language communicative competence. The paper also examines the teaching strategies that help students reach competency in oral skill. It concludes with some suggestions that help students to achieve a higher proficiency in English language communication.

This study attempts to find out the challenges students' face in learning English as a foreign language when using E-learning system at University of Bisha. It also investigates whether using E-learning is beneficial to EFL students in their learning English to the degree anticipated. There are many challenges face both teachers and students during use E-learning. These challenges include academic, technological; and administrative challenges. The study sample included 36 teaching staff and 261 EFL students at University of Bisha -- English department. To collect data required, the researcher developed questionnaires that consist of three domains for both teaching staff and students separately. The study results show that there are no significant differences between EFL students (males and females) of E-learning activities. Therefore, it argued that all domains of teaching staff and students' challenges could not predict academic achievement. The findings reveal that some factors such as academic, administrative, and technical challenges regarding E-learning were the main challenges of E-learning at University of Bisha. The results also show that students aware of the benefits of using E-learning. They perceive themselves as having a highly positive attitude towards E-learning in English. However, the main advantage can be used anywhere, anytime, and the E-learning system can adapt to the aims of improving communication and enriching students' learning experiences.

This mixed-method research study investigates the impact of programme accreditation conducted by the Saudi National Commission for Accreditation and Assessment (NCAAA) on teaching and learning at the Imam Abdulrahman Bin Faisal University in the Kingdom of Saudi Arabia. The quantitative data was collected through an online survey consisting of 53 statements as indicators of the teaching and learning practices required by the NCAAA accreditation and ten flow-up qualitative interviews. Furthermore, this study draws on the findings of numerous contemporary studies worldwide to discern the global patterns and compare these with our findings. The results revealed varying degrees of improvement in all practices. The highest impact was on learning outcomes practices. The findings indicate the importance of designing quality assurance policies close to academic realities to drive improvement, which the NCAAA sought to achieve through a learning outcomes-led approach and a gradual implementation intended to promote a quality culture to reform an educational system in need of transformation.

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.

Students with varying personality traits are likely to employ diverse learning and study strategies. However, this relationship has never been explored in the medical education context. This study's aim was to explore the relationship between learning strategies and personality traits among medical students. This study was a cross-sectional study, and a quantitative approach was employed using two self-administered questionnaires: one to assess the personality traits from the Five-Factor Model (Conscientiousness, Neuroticism, Extraversion, Openness, and Agreeableness), and the other to assess 10 learning strategies (Anxiety, Attitude, Concentration, Information Processing, Motivation, Selecting Main Ideas, Self-Testing, Test Strategies, Time Management, and Using Academic Resources). A stratified random sampling technique was used to recruit medical students at Alfaisal University in the preclinical and clinical years (N = 309). Pearson correlation coefficient was used to measure the relationship between variables, and linear regression was used to evaluate how personality traits predicted learning strategy selection. Personality traits predicted the selection of learning strategies, especially Conscientiousness and Neuroticism. Conscientiousness showed a positive correlation with seven learning strategies and was the most important predictor of learning strategies students employ. Neuroticism correlations and predictions were negative. The other three traits showed weaker correlations. These correlations were between Extraversion and Using Academic Resources (r = 0.27), Information Processing (r = 0.23), and Attitude (r = 0.19); Openness and Information Processing (r = 0.29); and Agreeableness and Attitude (r = 0.29). All personality domains influence at least one learning strategy, especially Conscientiousness and Neuroticism. This study helps build a foundation for individualized coaching and mentorship in medical education.

Vocabulary is an essential element of language learning. Wide ranges of vocabulary along with grammatical competence guarantee learners to communicate in the language effectively. This study proposes an edutainment method for learning vocabulary by simply combining education and entertainment. This study aims to gain insights about learners' opinions and perspectives about the use of a technique developed by the researchers as well as how participants feel about their learning. The study investigates the effect of employing Games, Mind-mapping and Twitter Hashtags as the GMT technique, on female Saudi university students' achievement in English vocabulary. The study suggests that this technique which consists of interactive games, cognitive mind-mapping and the exploitation of technology in the form of twitter hashtags, all employed together, constitute a unified framework for activating students' vocabulary learning. The sample in the study consisted of 150 students enrolled in the vocabulary building course during the second semester of the academic year 2018/2019. The participants were asked to respond to the questionnaire and they also took variant assessment tests, then their scores were compared to the results of other students who were not taught vocabulary using the technique in question. The findings ascertain the improvement and significant in the experimental group. In addition, the results reveal that the learners had mostly positive opinions on implementing the GMT technique which facilitated their language learning experience. The researchers conclude that the GMT technique can be an effective tool to promote students' active engagement, motivation, and interaction in vocabulary learning.

Research strategies over the last decade have predominantly focused on situated English learning in a conventional classroom setting. The students' use of strategy to enhance writing skills in online learning has received little attention. This study explores how the Situated Learning (SL) approach affects EFL Saudi student writing tasks in which an experimental research comparison has been conducted between two groups of Saudi students learning English at Qassim and Bisha Universities. The experiment included a comparison between one control group (n=10), that received conventional written lectures, and one experimental group (n=10) received the similar treatment by conducting their courses through a virtual online learning environment. The five-phase training-technology design framework for researchers included: (1) analysis, (2) design, (3) production, (4). Experiments, and (5) utilization and growth. Measuring strategies included: (a) essential communication capabilities during testing, (b) a self-efficient curriculum plan, and (c) e-portfolio curricular evaluation. The results showed that the virtual language experience based on tasks improved participants' practical English writing skills and that the SL for participants' automated technology was much higher than the control group level. This paper provides suggestions and concluding remarks for the development of English language learning (ELL) by utilizing artificial worlds in real and SL settings.

This research focused on the interrelationships amongst students' willingness, attitudes, behaviors and factual knowledge of energy-related issues in Saudi Arabia. A valid survey was administered to undergraduate students in a public university in the Eastern Province of Saudi Arabia. The students (N=313) had positive attitudes and willingness on most energy concepts and issues. Mean score of behaviors indicated that they sometimes engaged in energy saving behavior. Most of their responses to the knowledge questions fell into low knowledge levels. The results revealed a positive willingness to voluntarily take action correlated with a positive attitude. Moreover, there were no other statistically significant differences between the factors under investigation. In summary, the students had a fairly positive attitude towards clean energy and energy conservation. However, they needed to be informed about a "green" lifestyle that meets Saudi Arabian Vision 2030 strategies and national sustainable development goals. The present study recommends that energy-related content be included into undergraduate and university preparatory curricula to bolster future energy literacy in Saudi Arabia.

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.

Background: Oral cancer is a pressing health concern in the Saudi Arabia (SA), with rising incidence and mortality rates. Despite the efforts in raising awareness, gaps persist in knowledge, attitudes, and practices (KAP) related to oral cancer prevention (OCP) among dental health professionals. This study aimed to identify the key factors influencing engagement in oral cancer prevention activities among dental students and professionals in Saudi. It examines the impact of socio-demographic characteristics and assesses their KAP related to oral cancer prevention. Method: A cross-sectional study was conducted between November 2023 and February 2024 using a pre-validated online questionnaire distributed among oral health providers across various regions and sectors in SA. The survey included questions about participants' KAP toward OCP. Descriptive statistics and logistic regression analyses were used to analyze the data. Results: Out of 400 oral health providers invited, 157 completed the survey. The findings showed a discrepancy between knowledge and practice. While awareness of OC was generally high, this did not consistently lead to favourable attitudes or effective practices. The engagement in OCP activities was significantly associated with good knowledge, practice and favourable attitude scores. Profession significantly influenced participation, with clinicians (P = 0.013, OR = 0.131, 95% CI: 0.026–0.653) and those in administrative roles (P = 0.030, OR = 0.101, 95% CI: 0.013–0.804) both less likely to participate compared to dental students. Knowledge was a significant predictor (P = 0.002), with providers demonstrating poor knowledge being far less likely to participate (OR = 0.053, 95% CI: 0.008–0.339). Conclusion: The study identified a critical need for enhancing OCP education and training among oral health providers in SA. The findings indicate that continuous, targeted, and culturally sensitive training could bridge the existing KAP gap, potentially leading to improved early detection and management of OC, thereby reducing its morbidity and mortality rates in the region. [ABSTRACT FROM AUTHOR]

This study explored the relative effect of student- and teacher-centered instruction on EFL freshmen's affect (anxiety, motivation, attitude, autonomy, self-efficacy and beliefs about English and its learning) and achievement. Two classes of English department freshmen at Shaqra University, KSA participated in the study. Students in the two classes completed a questionnaire probing the target affective variables. An independent t-test proved that the two classes were homogenous in affective variables before the treatment. The treatment class was taught according to student-centered instruction for an academic year. The control class was taught the same courses according to the conventional teacher-centered instruction. The students completed the questionnaire probing their affect. A composite mark of final exam marks of three courses was used as an index of achievement. Analyses of independent sample t-test proved that the treatment class outperformed the control class in all affective variables (except for instrumental motivation) and achievement.

This case study of Al-Aqsa School attempts to show that Cambridge Young Learners English Tests (YLE) may hurt learners' motivation and teaching process. The paper aims to highlight the adoption of Cambridge YLE proficiency tests and explore learners and teachers' perception of those tests. Also, providing alternative yardstick measures learners' performance. Combination of a questionnaire, interviews and observation of Cambridge YLE, Movers and Flyers tests were used to collect the data. The evidence presented in this paper suggested that there was a necessity for English language teachers to motivate and prepare pupils of YLE tests at the primary stage. Otherwise, the School should reconsider administering the YLE tests at this fundamental level. The paper recommended progressively institutionalised scholastic accomplishment tests, alongside placement tests at the beginning of the school academic year. The findings should make an essential contribution to the field of applied linguistics and help decision-maker at Al-Aqsa School to take appropriate decisions.

This paper draws an analogy between the histories of traditional grammars and Swales' rhetorical model for Research Papers Introductions. It argues that though core grammar rules for the sentence and core rhetorical patterns for the Introduction have originated from description and have risen to the status of prescription, the study of language use in different contexts can consolidate the core grammar rules and the core rhetorical patterns without undermining variation and change. The present study applies Swales' Create a Research Space Model to describe the rhetorical patterns of Research Articles Introductions in linguistics published by two University Journals in the Kingdom of Saudi Arabia. It offers representations of the sequencing of Moves in core and extended Move patterns in what we propose to call "A Syntagmatics of Moves". The study reveals that rhetorical patterns, different from Swales' core pattern, are recurrent in the analysed data. This finding brings to the fore issues related to acceptability of local researchers' work in specialised international journals, visibility of university journals published in the periphery, and abiding by international norms and standards.

This piece theorises the limitations of transitioning reflection from individualistic to participatory practice. It addresses the question: what are the challenges of introducing crowd-reflecting into Arab academia? To answer this question, 140 Arabs from an academic organisation were invited to crowd-reflect, online, on their institution, using a five-phase model. The data analysis showed that limited cultures of collaboration, healthy conflict, cross-gender communication, integrity and critical thinking in Arab academia challenged crowd-reflecting. Despite implementing strategies to overcome these challenges, crowd-reflecting resulted in chaos at the institution, forcing management to intervene to stop the project. This chaos ensued because crowd-reflecting, unlike individualistic reflection, entailed numerous individuals and intersubjectivity -- which complicated reflectiveness, turned thoughtful Arab individuals into a mob and jeopardised the well-documented gains of individualistic reflection. Although crowd-reflecting was initiated to improve organisations, it destabilised the institution and turned it into a counter-learning organisation. This implies that, in Arab academia, beyond micro-level small groups, the more participants there are in reflection, the less effective the learning outcomes may be. In Arab academia, meso-level reflection (and, by implication, macro-level reflection such as the mega-reflecting of the Twittersphere) can risk ruining the art of reflectiveness.

Using the Theory of Planned Behavior (TPB), this study aimed to investigate the impact of Entrepreneurship Education Programs (EEPs) on entrepreneurial attitudes and intentions among university students in the Kingdom of Saudi Arabia (KSA). Following the quantitative approach of enquiry, a self-administered questionnaire was distributed among two groups of students: participants studying entrepreneurship courses as part of their degrees (EEPs Group) and participants not taking any entrepreneurship course (Control Group). Data collection took place in the beginning of the semester (Pre-test/t1) and at the end of the semester (Post-test/t2). The results showed that the intention to become self-employed was positively and significantly associated to attitudes towards self-employment, subjective norms and perceived behavioral control. University students' attitudes towards self-employment, subjective norms and perceived behavioral control not only had significant and positive associations with students' intentions to become self-employed but also predicted it significantly. Therefore, while providing useful insights on the situation of entrepreneurship education, these findings help university and government planners to address unemployment of young people by creating greater entrepreneurial awareness, and jobs through entrepreneurship activities.

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.

This study aimed at assessing the training programs for Mathematics teachers at elementary stage on developed Curricula and attitudes toward teaching at Najran educational administration in Saudi Arabia. To achieve this objective, two instruments were developed, one of them measures the opinions of Mathematics teachers about the training programs and the other one measures their attitudes toward teaching the developed Curricula, which were distributed to (72) male and female Mathematics teachers at elementary stage. The results showed that training programs for Mathematics teachers are highly efficient in covering the theoretical background of the project of Mathematics development, content, methods of teaching, activities and educational aids, evaluation, and quality of training. The results also showed Math teachers have positive attitudes towards teaching the developed Curricula, and further concluded that there are no statistically significant differences due to teacher's experience, while there are statistically significant differences attributed to gender in favor of female teachers.

Socio-psychological research and findings into learner differences led to the emergence of learner strategies research in the last century. With major contributions from the emerging field of Linguistics in the mid 1970s, language learning strategies began to receive considerable attention. It is worth noting that the primary concern of most of the studies on language learning strategies has been the identification of the characteristic of good language learners and what it is that they do to learn a second language! The focus of this study, consequently, is the teaching of language learning strategies to facilitate better learning. It aims at differentiating the strategies of good language learners from those of poor language learners. The hypothesis is this would enable language teachers to propagate the successful strategies to ensure better learning outcomes: A major factor for socio-economic development in KSA. It analyses the strategies used by Saudi students in learning English as a foreign language. Further, it brings out the teacher's role in raising the students' awareness of different strategies, educating the teachers in the use of these strategies, and training them to assimilate these into regular classroom activities. Instruments used include a questionnaire administered to the students and interviews with the teachers.

Background: Botulism has not been previously reported in the Kingdom of Saudi Arabia. This rare and sometimes fatal foodborne illness is caused by neurotoxins and primarily results from consuming home-canned fruits, vegetables, dairy, and seafood products & it can lead to paralysis. Objective: The purpose of this study was to evaluate the clinical features of patients who developed botulism in Riyadh in 2024 after consuming mayonnaise from a well-known local chain of restaurants in Riyadh, Saudi Arabia. Methods: We conducted a retrospective analysis of medical records and interviewed patients or their attendants for all hospitalized cases of foodborne botulism at Riyadh First Health Cluster. For each patient, a standard case report form was completed, containing information on demographics, clinical aspects, botulinum test results, and type of exposure. Descriptive statistics were applied to assess the data. During the outbreak, nineteen patients with foodborne diseases were admitted to Riyadh First Health Cluster Hospitals. Following thorough physical examinations, botulism was suspected in each case. Results: Eight of the 19 suspected foodborne illness patients fully satisfied the botulism case definition requirements set forth by the Saudi Arabian Public Health Authority (Weqaya). Among these eight patients, 2 (25%) were male and 6 (75%) were female, with a mean age of 23.25 ± 9.29 years (range: 12–38 years). The incubation period for our patients was 36.25 ± 26.26 h. Notable symptoms included dysphagia in all eight patients (100%), dysarthria, generalized weakness, nausea and vomiting in seven patients (88%), diplopia in four patients (50%), and stomach discomfort in three patients (38%). Of the eight cases, six required intubation, one mimicked brain death, and two were stable. The presence of Clostridium botulinum spores as the cause of the outbreak was confirmed by detecting botulinum spores in contaminated food. Conclusion: Diplopia and dysarthria were the most common early sign of botulism. Early manifestations may include respiratory symptoms without any musculoskeletal symptoms. or nausea, vomiting and disorientation. [ABSTRACT FROM AUTHOR]

This research aims to identify the level of personal skills and leadership management at the Najran University in Saudi Arabia. And the efficiency of those skills in administrative creativity. Research sample amounted (39) administrative leaders at Najran University. Researchers designed two questionnaires for measuring personal and administrative skills. First one aimed to measure personal skills& administrative skills consist of (30) statements divided into two Axis (personal skills 16 statements--administrative skills 14 statements). The second one to measure administrative creativity of leadership consists of 21 statements. The most important results showed a high level of personal and administrative skills and medium level of administrative creativity to Najran University administrative leaders as well as a positive correlation between both personal and administrative variables and the level of administrative creativity.

Is not it deplorable that in a country that tops in the entire world in using several social media sites does not utilize the same media in acquiring knowledge and skills? In Saudi Arabia, undergraduate students spend a significant amount of time on social media every day, but they are reluctant (or not motivated enough) to use the same media for educational purposes. This study was carried out on the undergraduate English majors of King Khalid University in Muhayil Asir in Saudi Arabia. In the English department, every student carries at least one smart phone with Internet connection, and they are found occupied with their phones on the campus, sometimes even in classrooms, but they are weak both in subject knowledge and skills of English language. The teachers-cum-researchers were baffled with students' competence because regular users of Internet and social media are supposed to be updated with the subject knowledge as well as confident in using English language. The researchers designed an empirical study to explore students' rationale of using the social media and their language preference. The study concludes with gloomy findings that students use the media mainly for entertainment and ineffective communication in English language. The worst fact is: they are not motivated enough to use the social media for educational purposes.

The study examined the impact of a training program on enhancing postgraduate students' research skills in preparing a research proposal. The nature of the skills required to prepare a research proposal were first determined using a questionnaire. A training program for improving such skills was then constructed and seven postgraduate students in the field of the curriculum and instruction methods of Arabic language participated in the program. The participants took a test before and after receiving the training. It was found that participants' relevant research skills improved between the pretest and posttest, indicating that an appropriate training program could contribute to enhancing such skills effectively. These results have implications for thesis supervisors, course designers, and postgraduate students, potentially assisting them to identify the research skills required for preparing a research proposal and to adopt and use the program as designed to improve such skills.