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the role of technology as a catalyst for change and development has become irrefutable in various language learning settings. However, not all language teachers are mindful about using technology in their language teaching practices, owing to their lack of adequate digital competencies. The purpose of this research is to promote digital competencies and related components among the study participants. This investigation applies the Framework of Competency Profile for digital teachers. The results were obtained by quantitative analysis, using data collected from a sample of 151 language learners, all enrolled in BA English language programmes across 8 universities in Saudi Arabia. These learners are considered pre-service English language teachers, as they are near graduation. The findings demonstrated participants' highest and lowest digital competences, leading the researcher to identify practical implications, particularly regarding how to conduct training to compensate for low competencies. The findings also revealed that there is no correlation between levels of study and digital competencies. There was also no influence of gender on digital competencies. From these findings, the researcher concluded that the identification of competencies is essential for instructors, educators, administrators, and policymakers, in order to design more effective and appropriate training programmes for teachers in each context. Finally, the findings provided realistic analysis of the components and sub-components related to digital competencies among the target audience. [ABSTRACT FROM AUTHOR]

Collaborative writing has gained researchers' attention due to its efficiency in enhancing students' writing abilities compared to traditional writing. More recently, more emphasis has been on computer-based versions of collaborative writing because of the introduction of Web 2.0 and other cloud-based writing tools, such as Google Docs and Wikis, especially at the tertiary level. However, there is still a dearth of research regarding synchronous collaborative writing in mainstream K-12 classes. Therefore, this quasi-experimental quantitative study aims to investigate the impact of synchronous collaborative writing on developing fourth-grade EFL students' writing. The data were collected from the pre-tests and the post-tests of 49 students in a technology-supportive K-12 school in Riyadh-Saudi Arabia and were analyzed using independent samples t-test via SPSS version 23. The analysis of individual writing performance in the pre- and post-tests revealed that the total mean scores of the Content, Language use, and Organisation measurements increased in both the experimental group, after experiencing collaborative writing using Google Docs, and the control group, who used traditional pen-andpaper writing. In addition, significant differences existed in the three writing tasks (Narrative, Argumentative, and Informative) in the post-test scores of the experimental group as well as in the post-test scores between the groups, with the experimental group scoring higher than the traditional writing group. However, no significant difference was revealed between the pre- and post- test scores of the control group. In addition, it was found that the task type variable plays a vital role in collaborative writing. These findings are significant for both educators and students in implementing computer-based collaborative writing in mainstream classes and for researchers who are interested in web-based education and E-learning. [ABSTRACT FROM AUTHOR]

Mobile assisted language learning (MALL) apps are often said to be 'Anytime' activities. But, when is 'Anytime' exactly? The objective of the paper is to provide evidence for the when of MALL activity around the world. The research method involved the collection and analysis of an EFL app's time data from 44 countries. The findings were surprising in the actual consistency of usage, 24/7, across 43 of the 44 countries. The 44th country was interesting in that it differed significantly in terms of night time usage. The research also noted differences in Arab, East Asian and Post-Communist country usage, to what might be construed to be a general worldwide app time usage norm. The results are of interest as the time data findings appear to inform the possibility of a potentially new innovative pedagogy based on an emerging computational awareness of context and opportunity, suggesting a possible future language learning niche within the Internet of Things (IoT), of prompted, powerful, short-burst, mobile learning. [ABSTRACT FROM AUTHOR]

The trend of acquiring English as a Foreign Language (EFL) through Computer Assisted Language Learning (CALL) has encouraged different educational institutions to develop strategic plans and directions for its onsite implementation and evaluation in order to promote the quality of instruction, enhance student achievement, and better inform and promote society. This paper focuses on the challenge of creating a CALL training program for English faculty members at a major university in Saudi Arabia. The goal of the program was to introduce CALL to English teachers and evaluate its effectiveness on their attitudes towards the integration of technology in their classes. A group of English teachers (n = 30) who were involved in teaching advanced level classes participated in a multiple-phase training program for seven weeks. The analysis of the data from a survey and a semi-structured interview revealed that the participating teachers developed positive beliefs towards the use of CALL in their classes. Although a majority of teachers believed that the skilled use and integration of CALL could lead to more effective language teaching, they reported that lack of appropriate technical, financial, and training supports could be the factors that inhibit the effective implementation of CALL in EFL classes. In the end, several implications of the findings for English language institutes, program administrators, and English teachers at Saudi universities were discussed. [ABSTRACT FROM AUTHOR]

The objective of this study is to examine the challenges inherited in the process of creating an amenable ELT context in EFL classrooms in Saudi colleges. The article takes into account the challenges and the consequent changes taking place at present in ELT and addresses the issue of how to ameliorate future endeavours reforms in Saudi universities. The problem is that creating an innovation of ELT context is insufficient to bring about a change in class. The researcher employed an interpretive tradition in describing the problem of the study and prescribing new treatments to root it up. Analysis shows that, by and large, Saudi students need a more systemic training on the developed use of technology for ELT. It also shows that faculty are in need to intensive training courses. Further, and above all, it is deduced that teachers' and students' motivations and attitudes towards language learning in modern e-learning environments are more important than the traditional style of teaching and physical facilities of hardware and software. The study concluded that the most important factor recognised to bring about favourable innovations into the ELT classroom is to create a cultural change that can help diffuse and disseminate by leaps and bounds technological innovations currently in progress. [ABSTRACT FROM AUTHOR]

Abstract: The researcher investigated female English as a foreign language (EFL) faculty members’ beliefs about computer-assisted language learning (CALL) use and integration in EFL instruction at four Saudi universities. The study also examined the EFL female faculty’s perspectives of computer-assisted language learning usage and its implementation in language teaching and learning. The researcher used questionnaires and interviews to gather data. No significant differences among female EFL faculty members were found in terms of age, academic title, teaching experience, and computing proficiency level that may have affected their use of CALL in EFL instruction. [Copyright &y& Elsevier]