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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.

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.

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.

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.

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.

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.

Speaking is considered an essential literacy skill and enjoys a superior status among other language skills. Thus, this current study aims at scrutinizing Saudi EFL trainees' speaking anxiety from their college instructors' perspectives. It adheres to qualitative approach and utilizes face-to-face interviews with four language instructors. Thematic analysis was used to analyze the data. The results showed that EFL instructors at Saudi colleges of technology are aware of their students' speaking anxiety. Thus, they reported several causes that lead to students' foreign language speaking anxiety (FLSA, hereafter) such as fear of making mistakes, the limited exposure to the language, low language proficiency, and fear of receiving negative evaluation from both their instructors and peers. In addition, the results revealed that the instructors use different strategies that help alleviating their students' FLSA such as building good relationships with students, creating positive and friendly atmosphere in the classroom, increasing students' engagement in the class and correcting students' erroneous beliefs about language learning. Encouraging and motivating students to participate in oral tasks was a significant strategy stated by the instructors, which help reduce students' FLSA in the classroom. The study concludes that the type of curriculum and overcrowding classes are factors that significantly affect the instructors' awareness of their students' FLSA.

The study aimed to assess the consequences of an academic educational program on the scholars' knowledge and attitude regarding premenstrual syndromes and, its effect on the absenteeism of scholars in Sabya University College. A quasi-experimental study of 0.97 students recruited study group; data were collected then recollected after the tutorial program session was provided. Data were interred into spss version 26, organized, tabularized, and analyzed using descriptive and inferential statistics. Mean knowledge changed from 3814 pre- to 0.9081 post intervention, good knowledge score was 20.6% changed to 72.2% post intervention, while inadequate knowledge score was 79.4 pre was changed to 27.8 post, which supports the tutorial program. Positive attitude 56.6% pre was changed to 61.9% post. In contrast, the negative attitude was changed from 47.7% to 38% post intervention. Pearson correlation test showed a direct correlation between absenteeism and knowledge score pre and post-intervention. PMS was significantly associated with several problems related to educational activities. The tutorial program resulted in a significant change of data from pre to post-intervention for the study group, also changed attitude, and there's a direct correlation between premenstrual symptoms and absenteeism, premenstrual symptoms were significant effects on educational activities.

Students' satisfaction with online courses is considered as one of the most critical components in the continued use, as well as, adoption of e-learning applications. The study aimed at determining and analyzing the constructs that affect students' satisfaction. It examined the effect of students' self-efficacy and the quality of course design on students' satisfaction, mediated by their attitudes toward online courses. The study was conducted at University of Ha'il. Responses of 202 students were used for the data analysis. The collected data was analyzed using two steps in AMOS: The proposed measurement model was developed using confirmatory factor analysis (CFA), and the relationships were examined using structural equation modeling (SEM). The results revealed that both students' self-efficacy and the quality of course design had a significant positive effect on students' satisfaction, mediated by their attitudes towards online courses. The outcomes of this study can help decision-makers and policymakers in higher education take essential steps to enhance students' satisfaction with online courses and ensure that they continue to be used.

Distance education during emergencies requires planning, design, and goal setting to create an effective learning environment. Virtual distance education involves more than just uploading educational content; it is rather an educational process that provides choice for learners, as well as flexibility and responsibility for learning and academic support. In this context, the aim of this research is to determine the quality criteria for designing virtual classrooms with their different styles (synchronous, asynchronous, and blended), and organizing them into categories and criteria to verify the availability of the criteria required for learning in the virtual environment. Also, the research aims to propose a method for evaluating and measuring the extent to which virtual classrooms during emergency learning meet its design quality criteria. The study used the descriptive method and analysis processes to determine the quality aspects of the virtual classrooms design, to draw out the design criteria and quality indicators, and to explore the opinions of the research population on the importance of these criteria and their measurement indicators. A purposive population of (17) specialists in the field of educational design and e-learning participated in the study, all of whom hold a PhD degree in the specialty in order to systematize the list of criteria for designing the virtual classroom and the indicators for measuring them in light of emergency learning. The importance of this current research lies in its aim to contribute to the improvement of training and learning environments through virtual classrooms during emergency learning, and to provide a list of design criteria that benefit teachers and instructional designers, in addition to reconsidering the use of learning management system tools and electronic content with virtual classrooms in order to achieve the maximum benefit for students in achievement outcomes of their learning, especially in the context of emergency learning.

This study aims to demonstrate the efficacy of gamification in developing HTML programming skills and academic achievement motivation for 10th-grade students. Despite the significance of computer programming in developing students' thinking, many students still need more motivation to learn it. One of the entertaining strategies of computer programming is gamification. The study used a quasi-experimental design for two groups. The experimental group (N=18) was taught by gamification and the control group (N=17) was taught by the traditional teaching method. The researcher conducted a pre-test to determine the equivalence between groups using a valid and reliable practical test and scale. After three-weeks of teaching, the same test and scale were applied to compare the groups. The result showed statistical differences between the two groups in favor of the experimental group in programming skills and all academic achievement motivation dimensions. This study recommended that using gamification in teaching programming languages to students at different stages would help computer teachers. More research should be conducted to investigate the impact of gamification on teaching different programming languages.

This study investigates the perceptions of a sample of Arab science teachers pertaining to the cultural factors affecting pupils learning processes in three Arab countries. A randomly sampled group of 169 science teachers from the three countries comprised the participants, Egypt (N=37), Yemen (N=53), and Saudi Arabia (N=79). A questionnaire consisting of 48 items measuring six cultural factors was used to collect data. Descriptive statistics and one-way ANOVA were used to analyse data. Results indicated that teachers in the three countries have a consensus that science is not exclusively an aspect of Western culture. Saudi Teachers' awareness of the influences of the cultural factors on science education was clearer than that of the Egyptian and the Yemeni teachers. There were significant differences in the nature of science subscale, common everyday scientific knowledge subscale, and classroom science teaching and learning subscale, while there were no significant differences in science, culture and community subscale, science learning subscale, and science and real-life subscale. Scheffe post hoc test indicated that Saudi teachers scored higher than their Yemeni peers in their perceptions of nature of science subscale and common everyday scientific knowledge subscale while Egyptian teachers were more likely than Yemeni teachers to perceive cultural factors affecting classroom science teaching and learning. We concluded that cultural factors could facilitate or debilitate science education in schools. It is vital to increase science teachers' awareness of the role that cultural factors play in facilitating science instruction and learning.

The study aimed to reveal the degree of using blended learning among teachers of students with learning disabilities in the Kingdom of Saudi Arabia. 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 design was used. The sample of the study consisted of (110) male and female teachers of students with learning disabilities, of whom (53) male and (57) female teachers were chosen by the stratified random method from the educational regions in the south of the Kingdom of Saudi Arabia in the second semester of the academic year 2022/2023. A questionnaire consisting of (22) items was used, distributed in three domains: planning, implementation, and evaluation, after verifying the indications of its validity and reliability. The results showed that the degree of using blended learning among teachers of students with learning disabilities in all domains and the total score was moderate. The results also showed that there are statistically significant differences in the answers of the study sample about the degree of using blended education among teachers of students with learning 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 in the Kingdom of Saudi Arabia should provide training requirements for teachers with learning disabilities on blended education and include them in their teaching practices (planning, implementation, and evaluation).

The substantial disruption caused by the COVID-19 epidemic to the world's education system is only one of the many setbacks the world has recently experienced. The transition of the students from their offline learning mode to a fully digital approach was not easy from the beginning for them. The online teaching readiness heavily relied on their competencies and skills to adapt the pedagogy, training, technical skills, a proper mindset and new roles. This research endeavors to evaluate the readiness of the teachers belonging to higher education institutions (HEIs) to handle online education based on the online teaching readiness model. A systematic questionnaire with 30 statements was used by the researcher to collect and analyse data from 296 HEI lecturers in Saudi Arabia. Smart PLS3 was used to attain reliability, convergent, discriminate validity and model fitness. These programs will help equip the teachers with the necessary technical skills, pedagogy, competency and readiness to comprehend the requisite techniques of online teaching and the vital strategies for keeping their students engaged. Technical proficiency, pedagogy, competency and teaching readiness show a direct relationship with online education. On the other hand, attitude and training do not show any relationship with online education.

Given the constant changes in the translation job market, translator training (TT) programmes need ongoing adaptation to continue training students to meet market requirements. This study aimed to explore the extent to which undergraduates of Arabic/English TT programmes in Saudi Arabia (SA) perceive their ability to help students acquire knowledge and skills related to translation (sub)competences required in the Saudi translation market. To this end, two empirical studies were designed using a convergent parallel mixed methods approach. The first analysed 91 translation-related job descriptions published in SA during 2020 to identify the knowledge and skills required in the market. The second analysed the perceptions of final-year students of the Saudi undergraduate Arabic/English TT programmes regarding the extent to which their programmes helped them acquire these skills. The findings indicate the need to explore why students perceived programmes as 'not effective enough', as well as the need to propose ways to develop them. This study will contribute to improving Saudi undergraduate TT programmes to provide highly qualified, competent translators to satisfy current Saudi translation market demands.

This article performs bibliometric analysis to study the contributions of Saudi institutions in the education field in journals indexed in the Social Science Citation Index (SSCI) and Science Citation Index-Expanded (SCI-EXPANDED). Publications from 1991 to 2020 were assessed. Characteristics of document types, publication outputs, Web of Science categories and journals, and publication performances in terms of quantity for countries and institutes were investigated. To investigate performance quality, citation histories of the most frequently cited articles in the 30 years and the most frequently cited articles in 2020 were examined. The number of citations from the WoS Core Collection in the most recent year, total number of citations since the publication year 2020, and citations per publication were used to evaluate publication performances. Results showed that educational research articles were substantially published in the last decade. The most number of articles were published in the category of scientific disciplines education, followed by the education and educational research category. For international collaboration, Saudi Arabia had the most number of international collaborations with the US. However, articles that were collaborated with Germany had the highest impact. King Saud University was the most productive institution in terms of high-quantity and high-quality published articles.

This research explores the key motivating factors that influence student engagement with wearable technology (WT) in teaching English to speakers of other languages (TESOL) education. The study employs a novel, integrated framework that merges elements from the established technology acceptance model (TAM), Flow Theory, and additional factors pivotal to WT's efficacy, namely content richness and personal innovativeness. TAM and Flow Theory are utilized to identify the variables that drive WT adoption. Data for the research was gathered through an online survey comprising 23 questions, distributed among students in the KSA, with a total of 468 participants. Analysis of the data was conducted using Smart PLS Software to evaluate the research model, constructs, and hypotheses. The findings reveal varying contributions of the model's main constructs to WT acceptance. Specifically, content richness and innovativeness significantly enhance the perceived usefulness of WT. Additionally, perceived ease of use is a strong predictor of perceived usefulness and behavioral intention. The results underscore a growing demand for WT in TESOL Education, highlighting its role in streamlining information exchange among students. The study underscores the significance of certain external factors in technology acceptance, offering a fresh perspective by incorporating a framework that links TAM's perceived usefulness and ease of use with user satisfaction, content richness, and innovativeness. Moreover, the inclusion of Flow Theory adds a unique dimension by assessing engagement and control over WT. The research contributes to understanding the underlying motivations for employing WT in TESOL Education, primarily aimed at enhancing the effectiveness of both instructors and students. A limitation of this study is its focused application of TAM and Flow Theory within a specific educational context, which may not fully capture the complex societal, psychological, and gender-specific factors influencing WT adoption across diverse settings.

The current study was set to explore the influence of the first (L1) and second (L2) language group discussions on L2 reading comprehension. It also explored two sub-elements that were considered vital to L2 reading comprehension: (a) text genre recognition and (b) character and author's intention and perspective. Participants were 21 college students who were assigned to three groups: (a) no-discussion group, (b) L1 (Arabic) discussion group, and (c) L2 (English) discussion group. Students were introduced to five different texts, and mixed data methods were utilized to examine comprehension through participants' free-written recalls and group discussion transcriptions. The findings showed that when the L1 was used in group discussions, greater reading comprehension of the L2 texts was achieved; students were able to use more reading strategies and higher-order cognitive and linguistic processing than students in the two other groups. The study challenges language learning conventions that prioritize target language-only methods.

The current study aims at assessing the factors which could affect students' use of ChatGPT. The study proposed a theoretical model that included five factors. Data were collected from 136 students using a questionnaire. The data were analyzed using two steps: CFA for measuring the model and SEM for analyzing the relationships and testing hypothesis. The findings revealed that both performance expectancy and facilitating conditions significantly influenced students' intentions to use ChatGPT. Contrary to expectations, both social influence and effort expectancy had insignificant effects. By elucidating the core factors influencing the utilization of ChatGPT, this study can provide valuable insights for policymakers. Furthermore, this study contributes to the existing literature and lays the foundation for future research seeking a deeper understanding of the factors influencing the use of other AI technologies in teaching and learning.

Background: Using games as a medium to master certain learning outcomes enables students to explore and understand the world around, which is important for students with intellectual disabilities. The purpose of this study was to gain insight into the potential effects of online games on social interaction of adolescents with intellectual disability, and how parents view these effects. Method: This study employed a quantitative approach using a quasi-experimental, pre-test and post-test and follow up design. Descriptive approach is also employed to investigate how parents view effects of online games on social interaction of adolescents with intellectual disability. To test the third hypothesis, qualitative method through interview was employed. 40 adolescents with mild ID aged between 15 and 18 years and who were enrolled in the ID Inclusion program, as well as their parent/guardian were recruited. Results: On the basis of the statistical analysis, It was observed a significant effect on adolescents with ID's social interaction capability. Looking at between-group differences, the groups were statistically significantly different in their levels of social interaction at the end of the intervention, with participants in the experimental group exhibiting significantly higher levels of social interaction in comparison to the controls. Conclusion: This study provides a potential support to the effectiveness of online games on social interaction of adolescents with intellectual disability. The main conclusion arising from these findings is the need to broaden the study of online games and their possible benefits to other variables than social interaction, such as cognitive variables and diverse populations, especially those with ID and autism.

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.

Mobile learning (M-learning) has become a crucial tool for both students and educators. The unified theory of acceptance and use of technology (UTAUT), the technology acceptance model (TAM), and outside factors were all included in this study's integrative review approach to examine the variables affecting university students' intention to use M-learning and mobile effectiveness. A study at King Faisal University examined the viewpoints of 364 undergraduate and graduate students using a random sampling technique to have better understand the impact of such technological innovation on teaching. Participants in the study were invited to complete a survey created expressly for this study in order to find out if they would still be open to using M-learning to advance the cause of sustainable education. The paradigm of the study was evaluated using a structural equation modeling (SEM) approach and was based on the UTAUT and TAM technology adoption models. The findings demonstrated that each element of the research model had a positive influence on learners' behavioral intention to use M-learning (BIM); it also demonstrated the impact of that intention on long-term educational sustainability. The link between independent characteristics and users' enjoyment and adoption of M-learning is moderated by mobile usability and behavioral control to utilize M-learning. The results also showed that BIM and the utility of mobile devices increased the degree to which M-learning is liked. Mobile usability and BIM both favorably affect sustainable education in terms of user satisfaction and M-learning adaptation. These findings suggest that mobile usability and behavioral intention to utilize M-learning are the main factors influencing the adoption of M-learning in Saudi Arabia's higher education.

This study aimed at figuring out the effect of full e-learning on the students' academic performance in accounting courses, which include multiple mathematical calculations compared with the English Language courses, which are free of mathematical calculations. A questionnaire was designed and distributed among a random sample of students during the second semester of the academic year 2019-2020, during which full e-learning was implemented due to the Coronavirus Pandemic. The sample included (302) out of (1411) male and female students at the Department of Administrative Sciences, whose major is accounting and business administration. Besides, they study English language as part of the general courses at the Community College in Khamis Mushait. The study found that, there is a statistically significant effect regarding the features of full e-learning on the students' academic performance with respect to the accounting and English Language courses. The problems related to e-learning did not affect the students' academic performance in accounting courses, while it impacted negatively on the students' academic performance in the English language courses. The study recommended that, the educational institutions should continuously develop the e-learning atmosphere in order to become conducive, attractive and creative.

This study aims to explore the correlation between the reading strategies (RSs) and reading self-efficacy (RSE) for the Saudi EFL learners and to what extent this correlation affects reading comprehension (RC). To obtain the objective of this study, 183 EFL learners from the University of Bisha were selected as participants. A questionnaire was distributed to collect data about the subjects' reading strategies and self-efficacy factors. SPSS 25.0 version was used for analysing the data. The participants' scores in reading comprehension were collected from the teachers and analyzed with the data elicited from the questionnaire. The results showed that the Saudi EFL learners use various reading strategies, primarily the "global reading strategy," followed by "memory strategy." The most dominant self-efficacy factor among the learners was confidence, followed by self-regulation. The results also showed a strong positive correlation between the RSs and learners' RSE (r = 0.502**). Additionally, it is found that there is a remarkable influence by the reading strategies in focus on all the reading self-efficacy factors. A link between SE and RC from one side and between RSs and RC was also evident. The study stipulates certain significant recommendations and implications to the syllabus makers, teachers, EFL learners and researchers.

This research aims to address the syntactic problems that Saudi students confront when translating. The significance of the study is to detect syntactic issues among Saudi Arabian undergraduate students. The question is addressed in the study: what are the syntactic problems that Saudi students confront when translating? The researcher used a descriptive analytical method. The sample of twenty undergraduate students, selected from the boys' section, were males and in the second level, enrolled in the second semester of 2018, at the College of Arts and Sciences, majoring in English in Beljurshi, Al Baha University, and this study used a validated test of written Arabic text as a tool to collect information about the research problem. The data was examined, and the students' syntactic problems were detected and categorized as omission and addition in the study. The study finding reveals that omission received a score of 103 out of a total of 50.7, while additions received a score of 99 out of a total of 49 percent. There are 202 syntactic problems in total. Discussion indicates that grammar norms are not being followed by the students, a lack of familiarity with the two languages' rules, interference between the two languages is the most common cause of errors, and students failed to notice there are some distinctions between English and Arabic. The study recommends pursuing research in additional areas connected to syntactic issues.

The lack of opportunities to practice the English language outside the English as a Foreign Language (EFL) classroom can prevent English language learners (ELLs) from promoting their language proficiency to high standards. This lack makes the progress from one level of English to the next one a hard mission for Arab students. Subsequently, students' mastery of the English language is often not expected to occur without frequent practice and organized formative assessment. To enrich such methods of assessment, a mobile-assisted language learning (MALL) technique was adopted in a classroom formative assessment for holistic language proficiency of listening, vocabulary, and grammar to determine whether it would make a difference in results. For fourteen weeks, this quasi-experiment consisting of a pre-post-test one group design was carried out over two cycles of seven weeks each, with 598 participants. During the experiment, students practiced formative assessment conventionally during the first cycle, while this assessment was done with the medium of two mobile apps: Kahoot! and Quizizz during the second cycle. The results of the Oxford Placement Test (OPT), replicated as the pre-test and post-test, indicated that mobile-assisted formative assessment resulted in a statistically-significant positive influence of using mobile apps on students' overall language proficiency.

Successful students are more than just those who have more effective and efficient learning techniques for acquiring and applying information. They can also motivate, evaluate, and adjust their behavior if they are not learning properly. Thus, the objective of this study was to investigate the influence of university students' self-management during their learning experience and their self-efficacy on their academic achievement. Additionally, the study investigated the differences between the Egyptian and Saudi students' perceptions of self-management skills and self-efficacy in their academic achievement within the two countries. A total of 889 students from two different Arab countries took part in the study (Egypt and the Kingdom of Saudi Arabia). The sample was given an online questionnaire to evaluate their self-management abilities, perceived self-efficacy, and academic achievement. A quantitative approach using SmartPLS-SEM was deployed. The findings demonstrate that self-management and self-efficacy have positive influences on students' academic achievement in both countries. Further, self-management skills have been proven to influence self-efficacy, which in turn highly influences academic achievement. Moreover, the findings of the Multi-Group Analysis (MGA) did not report significant differences between the Egyptian and Saudi students in terms of their perception of self-management, self-efficacy, and academic achievement.

The unprecedented time of COVID-19 has called schools and educators worldwide to think of transferring education from face-to-face based to become more digital oriented. This transformation has pros and cons. Scholars in the field are questioning investigating the challenges that online learning entails; however, one of the issues still not fully investigated in the literature is how effective online learning on improving the EFL learners' language skills. Thus, the purpose of this study is to explore the perspectives of EFL learners toward how effective online learning on improving their English language skills. The participants involved were three students from the Community College at King Saud University. Semi-structured interviews were used to gather the data in the study. The results from the qualitative data showed that the participants reported some flaws associated with online learning. However, they preferred such learning methodology to face-to-face instruction as they feel more comfortable when attending their classes from home, saving their time and costs. Moreover, the findings showed that online learning helps the learners develop all their language skills, makes them more concentrated, confident, and encourages them to become autonomous learners. The results also suggested that online learning helps EFL learners develop their online learning skills. The outcomes of this research build on the current literature on using online learning in EFL classrooms during the COVID-19 pandemic.

Intellectual security is one of the most important challenges facing the world in light of the rapid repercussions of globalization. Achieving it has become among the most important issues at all levels due to the radical change that globalization has brought about in the patterns of thinking in society. Also, the process of teacher preparation has gained increasing attention in light of the impact of the information and technological revolutions. Hence, teacher preparation processes must be reviewed in light of the information and technological revolutions, which qualify him to adapt to the requirements and challenges of this age. Therefore, the research aimed to identify the competencies necessary for the future teacher in light of the requirements of intellectual security and knowledge economy. To achieve this objective, a questionnaire was prepared that includes the competencies required for the teacher to qualify him to achieve the requirements of intellectual security and knowledge economy. It was administered to (77) male and female teachers in the schools of Najran, and (41) members of the teaching staff at the College of Education at Najran University. The final version of the questionnaire included a list of (27) competencies, divided into (15) competencies on intellectual security, and (12) competencies on knowledge economy. The results showed high importance and need for these competencies from the teachers and faculty members' perspectives. Also, there were no differences in the teachers and faculty members' responses to the degree of need for these competencies.

This study aimed to reveal the effect of using Wiki & Google Classroom on the achievement of female art teachers in drawing and designing training courses in Saudi Arabia. The study sample consisted of 49 female art teachers chosen through a purposive method from Saudi Arabia. They were randomly distributed into two experimental groups: the first experimental group (26 teachers) studied drawing and design training courses via Google Classroom. The second group (23 teachers) studied the same course by Wiki application. The current study was conducted in the first semester of the academic year 2020-2021 and it depended on a quasi-experimental approach. The results of the study showed statistically significant differences between the pre and post-test in favor of the post test. It also showed statistically significant differences between the group that studied using Google Classroom and the groups that studied using Wiki application in favor of Google Classroom. The study recommended activating the use of the Google Classroom and Wiki applications in teaching art courses online.

This study examined the impact of requestee's gender on the choice of request strategies by female speakers of Saudi Colloquial Arabic. A Discourse Completion Test consisting of twelve situations was used to collect data from two groups of participants. The first group consisted of 40 Saudi females directing their requests to female requestees. The second group consisted of 40 Saudi females directing their requests to male requestees. The collected data from the two groups were compared and analyzed using Blum-Kulka, House, and Kasper's (1989) coding scheme of request head act strategies. Findings suggest that Saudi females varied their request strategies based on the gender of requestee. While they tended to use more direct request strategies with females, they tended to use more indirect request strategies with males. A remarkable finding revealed by this study relates to situations in which the rate of imposition is high. While Saudi females tended to use more indirect request strategies with females in these situations, most of them refused to make a request to males regardless of the power and social distance between interlocuters. This study's findings, however, have to be understood in terms of the specific nature of the cultural norms of Saudi society. Since Saudi Arabia is a gender-segregated society, it is expected that females would keep distance from males who are not first-degree relatives. This would normally entail the use of higher level of indirectness and avoidance of requesting weighty personal favors.

This study measures the effect of productive failure instruction in a digital inquiry environment on developing deep understanding and achievement of organic chemistry among Saudi Arabian secondary school students. The study adopted the experimental design of control and experimental groups with pre- and post-measurements. The sample comprised 66 secondary school students from Wadi Al-Dawasir Governorate, Riyadh, Saudi Arabia, distributed into the experimental group (n = 32) and the control group (n = 34). The data collection utilised the deep understanding test and the achievement test of organic chemistry. The results revealed that there were statistically significant differences at [alpha] = 0.05 between the means of the scores of the experimental and control groups in the deep understanding level and the achievement test of organic chemistry in favour of the experimental group. Recommendations and suggestions are also presented in light of the study results.

Richards (2015) states that receptive competence is far more developed in all language users than productive competence and that in L2 learning, new lexis first shows as passive knowledge and later as active or productive competence. Moreover, productive competence is not a natural corollary to receptive competence; rather, the former requires "noticing" and "focused output." The current study concerns itself with the "focused output" or the ability of the learners to produce comprehensible language post-intervention, which is essential for learners to acquire a new language. The study is conducted with 42 EFL learners at King Khalid University, Saudi Arabia, twenty of whom are taught Figures of Speech as a receptive skill while the remaining twenty-two are taught the Figures of Speech through three stages, designed to lead them into giving focused output or use the Figures of Speech productively in creative writing. The post-test results show that learners who are taught Figures of Speech as receptive skill could not write creatively, whereas the learners who are taught these as productive skill successfully apply the Figures of Speech to compose fine and new pieces of literature which exhibit moderate to a good grasp of creative writing. The study concludes that learners show a positive attitude and preference towards enhancing creativity by adopting such new and effective teaching methods. Accordingly, the study highly recommends adopting teaching Figures of Speech as a productive skill, in place of the commonly practiced method as a receptive skill to EFL learners.

This study investigates the effects of COVID-19 on English as a foreign language (EFL) learners' anxiety at the University of Bisha, Kingdom of Saudi Arabia. The differences between male and female learners and learners of the different study levels in terms of anxiety caused by COVID-19 were investigated. Moreover, the study sheds light on two factors which are the internal factors and external factors that increase learning anxiety during COVID-19 and the strategies used by the learners to decrease the negative effects of COVID-19 on learning anxiety. The data of the study were collected from 80 EFL learners (40 males and 40 females) at the University of Bisha. This study is considerable as it deals with something that is important in the learning and teaching processes these days. The study revealed that COVID-19 causes normal anxiety to the EFL learners at the University of Bisha. It was also revealed that there is no significant difference between the male and female learners in terms of anxiety caused by COVID-19 and external factors. There is a significant difference between them in terms of the internal factors and strategies used by the learners to decrease the negative effects of learning anxiety during COVID-19. Lastly, there was no significant difference between the learners of the different study levels in terms of anxiety, internal factors and external factors that increase negative learning anxiety and the strategies used by the learners to decrease the negative learning anxiety during COVID-19.

This study examines service encounters in Saudi Arabia from a pragmatic perspective. Its aim is to investigate the possible impact of perceived cultural distance between customers and service providers on pragmatic choices. It specifically examines how Saudi customers construct their service encounters when talking to service providers of the same (versus different) cultural/ethnic background in terms of discourse structure; strategies of request and internal modifications, and stylistic strategies. Three cafés with service providers of three different ethnic/cultural backgrounds are chosen. One has Saudi service providers, the second café has Arab (non-Saudi) service providers, and the third café has non-Arab service providers. Forty socially minimal service encounter interactions that take place in each café are observed and manually recorded. The study uses the framework of 'rapport management' by Spencer-Oatey (2002) as its approach for data analysis. The findings indicate that there are differences among the three sets of data in terms of discourse structure, the realization of the speech act of request, and the stylistic aspect of interactions. According to the special nature of service encounters, customers' pragmatic choices are explained in terms of expressing certain degrees of social distance rather than politeness. More specifically, the closer cultural distance between customers and service providers, the more pragmatic strategies functioning to achieve more closeness and solidarity are employed.

Disability constitutes a significant health problem in the Kingdom of Saudi Arabia (KSA). Research assessing the health needs of people with disabilities in KSA is scarce. This study aimed to assess what physical and hearing disable persons need from healthcare services and to investigate difficulties in accessing these services in the Jazan area. A cross-sectional survey was conducted among hearing and physical disable persons between July, 2018, and May, 2019 in Jazan region, KSA using a modified Arabic-translated version of the validated Southampton Needs Assessment Questionnaire (SNAQ). Two hundred and eighty-nine hearing and physical disable persons completed the questionnaire with a response rate of 63%. Around half of the participants encountered difficulty in accessing appropriate healthcare services. More than half had difficulty obtaining mental healthcare, dental care, preventive periodic screening care, or medical care at home. Although 37.6% of the participants had previously received regular chronic disease care for diabetes, hypertension, or asthma, 52% reported difficulty obtaining medicine for such diseases, and 46.5% reported difficulty getting seasonal vaccinations such as the influenza vaccine. Finding specialized doctors or dentists using specialized means of communication was a struggle for over 50% of the participants. There is a need to optimize society for people with physical disabilities and improve access to healthcare facilities.

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.

Many Saudi interpretation students have challenges and difficulties during the study of simultaneous interpreting courses. Most Saudi students encounter interpretation difficulties due to inadequate training and the adoption of traditional teaching methods. This study aimed to investigate the challenges and difficulties that undergraduate simultaneous interpretation students in Saudi Arabia encountered and suggested the best solutions to address this issue. The study followed a mixed-method research design of quantitative and qualitative data collection and analysis methods to answer the research questions. The study sample was randomly selected from two Saudi universities (Najran University and King Abdul-Aziz University). Two research tools were used: a close-ended questionnaire for interpretation students and a semi-structured interview for translation professors. Responses to the questionnaire indicated that interpretation students face diverse challenges in language, curriculum, methodology, and training. Language difficulties encompassed struggles with interpreting terminology, handling long sentences, and keeping up with fast speech. Challenges related to curricula included issues of density, lack of clarity, and outdated simultaneous interpretation textbooks. Teaching method challenges were characterized by insufficient intensive training and a lack of technology-based interactive strategies. Interviews with professors highlighted additional challenges perceived by students, such as low proficiency and lack of motivation, expertise, background knowledge, equipment and labs. Professors recommended the following solutions: incorporating more practical and interactive interpretation activities, updating curricular content, offering skill-based training, and adopting modern interpretation techniques, equipment, and labs.

This research aimed to study the effects of The Role of Jouf University in serving and developing the society for Vision 2030, by understanding the influence of training, continuous education, technical consultations, and applied researches on management development for employees and organizational development of institutions. For this purpose, a questionnaire was distributed to a sample size of 393 individuals in the Kingdom of Saudi Arabia. Further, to analyze the study data, the structural equations method (SEM) was used via the SmartPLS and statistical package for the social science (SPSS) 23 programs. After analyzing and testing the hypotheses of the study, it was found that there is a positive role of Jouf University in serving and developing the society for Vision 2030. There is a positive impact for applied researches and training on management development of employees, and a positive impact also for applied researches, training, and continuing education on organizational development of institutions.

Research comparing written and audio feedback from feedback analysis and students' perspectives showed the effectiveness of audio feedback in learning writing. Yet, there is a rarity of research on the impact of written and audio feedback in students' performance in writing. Therefore, the present study aimed to compare between teacher written and audio feedback in terms of its impact on students' performance in argumentative writing and students' perception of feedback. The results of this experimental study obtained from the scores of undergraduates in argumentative essays revealed that the experimental/audio feedback group of students (n.40) outperformed the control/written feedback group (n.40) in argumentative writing, which implies that audio feedback was more effective than written feedback in enhancing students' writing. Moreover, the results of the students' responses to the survey and their comments on the open questions showed that students perceived both types of feedback equally satisfactory and accessible. However, while audio feedback was more efficient in details, clarifications and personalization, written feedback was perceived clearer and easier to understand and interpret.

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.

The present paper aimed at exploring the effectiveness of using the translation techniques, namely, Cooperative Work Procedure. (Gerding- Salas, 2000) on teaching translation courses for the students of translation at King Khalid University. The researcher used two tools to collect data, a translation test, and a questionnaire which were designed by the researcher. The purposive sample of the study consisted of forty-eight students of translation who were assigned randomly to two groups, i.e., experimental and control. One group extensively utilized Cooperative Learning, whilst the other did not. The paper revealed that the utilization of Cooperative learning (CL) in teaching translation courses take an active part in promoting translation students' performance in translating texts. The experimental group subjects' results show positive obtains through the synthesis of Cooperative Learning (CL) in teaching translation courses. Moreover, data from the questionnaire indicated the students of translation have spectra responses towards cooperative learning and a majority of them favored working alone. The study also revealed that nearly all of the students of translation appreciated fully the issue of discussing and debating their renditions tasks with their colleagues while they do not like the idea of working in groups.

In EFL context of higher education, reading comprehension is considered one of the most indispensable skills to learn. The aim of the present was to explores the perceptions of learners of English as a foreign language (EFL) with regard to the role of Bandura's four hypothesized sources for reading self-efficacy in reading comprehension. A qualitative research methodology was implemented to realize the study's objective. In total, six EFL learners were selected from six public Saudi universities using homogeneous purposeful sampling over one academic semester. A semi-structured interview protocol was developed to collect the data, and thematic analysis was employed. The findings revealed several factors that influence the effectiveness of the different self-efficacy sources on reading comprehension, such as the role of teachers, the competitive environment, confidence, and time constraints, etc. These findings underlie useful implications for teaching and learning reading comprehension in an EFL context. The study offers several theoretical and practical implications for EFL learners, instructors, and educational policymakers to assist in enhancing self-efficacy beliefs among learners to facilitate their English reading comprehension.

Purpose: The objective of this paper is to review and analyze the existing literature on computerized accounting education (CAE) in educational institutions across the Gulf Cooperation Council (GCC) countries and to suggest a research agenda for the future. Design/methodology/approach: The author employs a structured literature review (SLR) approach to analyze CAE research published in the GCC between 1981 and 2021. Findings: The current study has focused mainly on education in the field of computerized accounting (CA); however, very few research studies have focused on CAE. The author recognized two key topics: the broad concept of CA and the identification of software programs used to teach CA courses. Research limitations/implications: A future study might extend to address the gap in the knowledge of graduate students' theoretical concept in accounting with CA program across higher-educational institutions (HEIs) in the GCC. Practical implications: The broad topic analyzed by the author leads to highlight the growing need for students' practical skills in CA, particularly in the GCC, and to give suggestions for future research. This study also provides a kind of advice to educational institutions to implement an appropriate CA program for CA courses. Originality/value: Currently, there is a lack of SLR on CAE. Findings on the broad topic analyzed in the current study have been addressed by agreeing on a critical assessment of present research and future research goals.

This study aims to explore the various factors influencing students in adopting e-learning in educational institutions in Saudi Arabia and analyze the relationship between factors of students' adoption of e-learning and student behavior intention. The study also analyzes perceived opportunities and challenges faced by students in adopting an e-learning system in higher education. A well-structured questionnaire was developed, and information was collected from 509 respondents. The study found that students' behavioral intention to adopt e-learning is highly influenced by performance expectancy, effort expectancy, social influence, facilitating conditions, computer self-efficacy, and internet knowledge. The study confirms the mediating role of student engagement that can act as an alternate path for strengthening the relationship between factors of adoption of e-learning and behavioral intention. In addition, several implications and new lines of investigation are recommended for meeting the educational transformation needs and future sustainability.