It is argued that the popularity of Google Translate is increasing and users are implementing this giant search engine for different purposes. Hence, this paper reports the results of a study on attitudes toward the use of Google Translate (GT). The participants were 92 Saudi EFL university English major students. A questionnaire was used as an instrument in this study. The results revealed that almost all of the subjects reported using GT. Vocabulary, writing and reading were the three most frequent purposes for which they use GT, whereas translation was the least frequently used. The results also showed that GT is frequently used to get the meaning of unknown words, writing assignments and reading an English textbook. The findings of the study have implications for students, instructors and researchers.

This study investigates the type and frequency of language learning strategies used by Saudi EFL students. The subjects were 701 male and female Saudi EFL students enrolled in an intensive English language program at the University of Ha'il. The Oxford Strategies Inventory of Language Learning (SILL) was used with some modifications. The study seeks to extend our knowledge by examining the relationship between the use of language learning strategies (LLS) and gender and proficiency level. The results revealed that the students used language learning strategies with low to medium frequency. They preferred to use cognitive and metacognitive strategies the most, whereas they showed the least use of affective strategies and memory strategies. The findings of the study showed that there was no significant gender difference in the use of language learning strategies except for social strategies, as where females reported using them significantly more than males. Female students also tend to use overall language learning strategies more often than males. Moreover, the results revealed that highly proficient students used all six categories more than low-proficiency students. The paper concludes by recommending that more training should be given in using all strategies by embedding them in regular classroom activities. Suggestions are offered for future research.Keywords: language learning strategies, English as a foreign language, intensive English learning, strategy inventory for language learning (SILL), cognitive strategies, metacognitive strategies

This study reports the types of spelling errors made by the beginner learners of English in the EFL context as well as the major sources underpinning such errors in contextual writing composition tasks. Data were collected from written samples of 122 EFL students (male and female) enrolled in the intensive English language programme during the preparatory year at the University of Ha'il in Saudi Arabia. Students were given 1.5 hours to write on one of four different descriptive topics related to their life and culture.The spelling errors found in the writing samples was analysed and classified intofour categories of errors according to Cook's Classification: omission, substitution, insertion, and transposition. An analysis of errors established that errors of omission constituted the highest proportion of errors. The majority of learners' spelling errors were related to a wrong use of vowels and pronunciation. When uncertain about accurate spellings, beginner learners often associated a wide range of vowel and consonant combinations in an attempt to spell words accurately, sometimes even combining two distinct lexical items by overlapping vowels. The findings suggest that spelling errors are mainly the outcome of anomalies existing in the target language of the learners as well as L1 interference from their internalized Arabic language system.

The present study provides insights into the perception of EFL teachers (Native and Non-native) and students of dictionary use. Participants were 99 (56 NS and 43 NNS) EFL teachers and 3993 (1815 male and 2178 female) students and were invited to respond to a questionnaires. 40 students participated in a follow-up interview. The results indicate that students overwhelmingly prefer bilingual dictionary to another type of dictionaries. Moreover, the students reported using online dictionaries and Google translator significantly more than print dictionaries. The study also revealed that meaning was reported to be the most lexical information sought by the subjects of the current study. Furthermore, the findings showed that most of the students refer to their dictionaries for word meaning and spelling but pay little attention to other aspects such as pronunciation, illustrated examples, and collocations. The findings revealed that EFL teachers held different perceptions on the role of the dictionary in their learning and teaching experiences. The results of the study suggest that the EFL teachers should incorporate ongoing training about dictionary use in the teaching-learning process and make the students aware of the extensive vocabulary input available in the standard dictionaries. Exposure to the parts of speech and collocation in dictionary entries can be useful for improving productive language abilities.

The present study investigated the metacognitive listening strategies among Saudi EFL medical students. The participants were 104 males and females, randomly selected to fill in the Metacognitive Awareness Listening Questionnaire (MALQ), developed and validated Vandergrift Goh, Mareschal, and Tafaghodtari (2006). The results revealed that participants use problem-solving and direct attention strategies more frequently than other metacognitive listening strategies. On the other hand, mental translation and personal knowledge strategies were reported to be the least used strategies. The pedagogical implications of these findings are discussed.