This paper investigates the prospects of integrating Edmodo into Saudi EFL female secondary school instruction. It concentrates on students' perceptions and challenges regarding Edmodo use and its effect on their attitudes towards EFL learning. The 42 participants were divided into two groups. The experimental group received traditional teaching plus a six-week daily interaction via Edmodo. The control group received traditional teaching only. Findings of the post-treatment questionnaire show that students' perceptions towards Edmodo were highly positive andthat although there were considerable challenges to its integration, it appeared to have excellent potential for generating more positive attitudes towards EFL learning.

This paper investigates the level of reflective practice amongst Saudi female postgraduate students at King Saud University. The study is quantitative in nature, whereby a reflective practice self-assessment scale was administered to assess the reflective practice of 201 female postgraduate students at KSU. The scale concentrates on five dimensions; the ability and freedom to reflect, questioning assumptions, considering others' viewpoints, using reflective methods/tools, and frequency of the refection on events. Findings of this study indicate that Saudi female postgraduate students at KSU reveal a decent level of reflective skills. Findings also display that there are some reflective requirements and skills which are more common in the scientific fields than they are in the literary fields. On the light of these results, recommendations for Saudi postgraduate instructors and program developers are provided accordingly.

If curriculum is to reflect the goals of a nation and the needs of its students, it makes sense for teachers to participate in its creation. In fact, curriculum design has long been associated with the idea of teacher contribution. Thepresent effort tries to prove that Saudi EFL teachers can be active participantsrather than passive recipients. They can convey vital information to curriculum designers instead of being blindly subjected to ahighly centralized educational system. The study also provides a consideration of role requirements and the competencies of teachers as curriculum leaders. The data collected from semi-structured interviews indicate that teachersareneither involvednor informed in the process ofcurriculum design and that theirengagement is merelywithin their own classrooms walls. Although they play a central role in the process of education, yet they miss the passion of belongingas little attention, if any, is given totheir voices.