<p>This paper investigates the efficiency of using mobile technology in English as a Foreign Language (EFL) reading classroom of 30 male students at Preparatory Year, Najran University. Specifically, the study aims to explore the role of this new integrated method in enhancing the EFL learners’ reading practices. Integrating Freebody and Luke’s (1990) four resources model of reading practices within Mobile Assisted Language Learning (MALL), a mix-method research design was used in this study. The reading class was allowed and encouraged to implement specific mobile features and applications. A pretest was employed to construct the baseline data. During the treatment, WhatsApp group, self-reflection journals, posttest, and semi-structured interviews were used. The findings revealed that using mobile WhatsApp, online and offline dictionaries, mobile camera, online resources, and memos remarkably improved the participants’ code breaking practices and text participation practices; text using and text analyzing practices were slightly improved. Participants used the aforementioned tools and features to share images, photos of summaries and mind maps and to look up for new vocabulary, pronunciations and parts of speech. The study recommends further investigation on the effect of WhatsApp on writing practices.</p>

Traditional classrooms confine English as a Foreign Language (EFL) reading to the textbook and the classroom setting, something that demotivates active reading. With the advent of mobile technology, however, such boundaries can be broken to include external reading materials where students could read and share anytime and anywhere. This paper investigates the role of mobile technology in enhancing Learner Autonomy (LA) in the EFL reading context among students in the Preparatory Year (PY) of Najran University in Saudi Arabia. A reading class of 30 students utilised mobile applications (WhatsApp and internet search engines such as Google) to access external reading materials and interact with their peers and teachers outside the classroom. Qualitative data collection underwent a number of procedures. The baseline data was constructed from the students’ portfolios, which reported the participants’ traditional reading practices and use of mobiles. Then, the participants were encouraged to use internet search engines and WhatsApp group to share their readings. Finally, five participants were interviewed. The data analysis revealed that the participants’ LA is improved through the use of selected mobile applications in terms of taking responsibility for and making decisions about reading materials and the time and place of reading. The study recommends further investigation into the role of mobile applications for generating learners’ own tasks and writing skills.

This study investigated the impact of reading learning strategies (RLS) mediated by smartphone features and applications on the learners' psychological autonomy in English as a foreign language (EFL) reading context among undergraduates in Saudi Arabia. A total of 70 male students in two intact reading classes participated in this study. A questionnaire was used to collect the quantitative data from the participants prior to and after an interventional programme. The findings of the study revealed that employment of RLS mediated by smartphone features and applications promoted the learners' psychologically autonomous features of motivation, self-efficacy, agency, positive attitudes, desire to seek information, need for achievement in EFL reading context. It is recommended that a training programme on strategy use through the technology of smartphones should be highly considered in curricula design, teaching and learning methods, training programmes in order to empower learners to take charge of their own learning of EFL reading skills.

PurposeThe proliferation of ChatGPT, as in many other digital technologies and social media, has increasingly impacted many aspects of modern life, including second and foreign language education. This study, building on a common theoretical position of all these advances in Artificial intelligence (AI), seeks to establish a model for ChatGPT research on English language learning. It specifically explores the dimensions in which ChatGPT aids students in their English language learning.Design/methodology/approachThe study adopts grounded theory in collecting and analyzing data from 20 ResearchGater (RG) through a two-week RG discussion about ChatGPT uses in their language learning contexts. Data collected via the discussion was analyzed thematically.FindingsPreliminary findings show that ChatGPT can be used in developing learners' language skills; scaffolding the learning process by providing feedback to students on their language use and acting as partners in practicing language with recommended activities for more language practice.Originality/valueThe study contributes a five-dimension model for artificial intelligence assisted language learning (AIALL). The model involves flexible teacher's role to consolidate learner autonomy and provide enjoyable learning, urges future innovation, and celebrates various applications. Examining the AIALL model of ChatGPT for language learning, teachers should provide some directions for properly using this new application.

Purpose Existing research has examined English as a foreign language (EFL) students’ attitudes towards flipped learning. However, no study seems to have correlated students’ achievement and their attitudes towards flipped learning. Yemeni EFL students also face pronunciation problems and they lack technology-enhanced language learning. The flipped learning approach promotes active learning and increases students’ learning outcomes. This study aims to measure the achievement level and the attitudes of Yemeni EFL students towards flipped pronunciation classrooms. It also correlates between achievement and attitudes towards this new experience. Design/methodology/approach Using a correlational research design, quantitative and qualitative data were collected through a test, questionnaire and structured interview from an intact class of Yemeni EFL students at the College of Education in Socotra. Findings The one-sample t-test analysis shows that the respondents scored high in the achievement test. The analysis of both the questionnaire and the structured interview revealed that the students have a positive attitude towards the flipped pronunciation classroom. The correlation analysis indicated a high-level positive relationship between students’ achievement and their attitudes where r = 0.779 with p < 0.001, two-tailed. Research limitations/implications The present study has some limitations regarding the sample size. This context-specific study recruited the available EFL class at the College of Education in Socotra, Hadhramout University. It would be more reliable should the study compared large groups of students so that the results can be generalized. Practical implications The study recommends using flipped learning to enhance pronunciation among EFL students. Originality/value This study contributes to the correlational studies in flipped learning.

In monocultural classes, Saudi English as a Foreign Language (EFL) students have to acquire not only linguistic competence but also to develop Intercultural Competence (IC) when they read and write in English. This article investigates IC scattered in EFL students’ baseline portfolios collected in an enrichment critical reading class at the Preparatory Year of Najran University. IC is operationalised as intercultural attitude, intercultural knowledge and intercultural skills evident as discourses in intercultural texts. The data comprises semi-structured interview and intercultural assignment, which is an encounter discourse to intercultural text. A qualitative empirical research design was used to analyze the data through Critical Discourse Analysis (CDA) techniques. The findings indicate that IC is underdeveloped. Most of the participants represent negative attitude towards intercultural communication. They also lack appropriate intercultural knowledge and effective intercultural skills. The findings suggest that EFL teaching and learning practices need to shift towards a more intercultural perspective.

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Fomento de la consciencia crítica intercultural en estudiantes de inglés como lengua extranjera mediante el análisis crítico del discurso Promouvoir la conscience critique interculturelle chez des étudiants en anglais langue étrangère en utilisant l' analyse critique du discours Abstract This paper reports some findings on the development of critical intercultural awareness among English-as-a-foreign-language students in the context of a critical reading enrichment course for students in the preparatory year at a Saudi university. The critical reading class aimed to increase levels of critical intercultural awareness among the participants when they decoded and encoded an intercultural text. A qualitative action research design was used. The teacher-researcher equipped the participants with tools from critical discourse analysis for analyzing intercultural texts. After that, they were asked to work on an assignment by reading a text about a dinner invitation and then writing creatively on that topic. The study data were collected from these reflective writings in the participants' portfolios. The teacher-researcher also used tools of critical discourse analysis to analyze the collected data. It was found that the participants demonstrated a balanced intercultural awareness associated with the discourse of food diversity. They also effectively appreciated cultures of the self and others and demonstrated appropriate intercultural knowledge of the self and others. Furthermore, they acquired the intercultural skills of relating to intercultural texts, as well as analyzing and interpreting them. The study suggests the effectiveness of critical discourse analysis as a teaching and learning strategy to increase critical intercultural awareness among English-as-a-foreign-language students.