OVID-19 pandemic had a huge effect on people's lives and lifestyles all over the world since its first spread in China between late 2019 and early 2020. The educational systems in all countries were among the first concerns that had to be dealt with to complete the academic year for students. The only and rapid solution was the use of e-learning. Thus, The advent of online learning (e-learning) has also encouraged the widespread acceptance of learner-centric education and other improvements in education practices. The present study aimed at exploring the perceptions of students and teachers on the use of e-learning during the COVID-19 lockdown phase. Participants represented samples of the students from various Egyptian private and governmental universities that depended on e-learning in completing the courses and evaluating students. Many challenges and difficulties faced different universities as it was the first time for some of them to depend on e-learning completely. Instruments included a teachers' reflection survey and a students' reflection survey. They were used to determine the perception of the respondents. Findings showed general agreement among teachers and students on using e-learning during and after the lockdown phase, despite some challenges.
It is necessary to exploit and include innovative advances into the learning process and use them effectively and creatively to present solutions to daily problems. This research has twofold aims: to assess the effectiveness of using vlogs in developing college students' oral communication skills, and to examine EFL college students' motivation to learn. The design includes one pre-post experimental group. The group sample consists of 166 students of humanities track enrolled in the preparation year ,department of English language at Imam Abdul-Rahman Bin Faisal University, KSA. They were pretested to determine their oral communication entry-level. They were also taught how to improve their oral communication skills through the sessions of the program. The test was repeated to assess the students' performance progress. Analysis of the results indicated that the use of vlogs had little effect in improving oral communication skills and motivation among EFL PYP learners.
he purpose of this study was to examine the effectiveness of content and language integrated learning (CLIL) in developing EFL reading comprehension skills, vocabulary skills and retention among college students. Participants were 10 students majoring in English language, Alghat college of Sciences and Humanities, Majmaah University, KSA. To collect data, the researchers prepared and used two tools; EFL reading comprehension skills pre-posttest and EFL vocabulary pre-posttest which was used as delayed test too. Having administered the pre-post tests and the delayed test, data were analyzed quantatively. The findings revealed that the use of the CLIL in developing EFL reading and vocabulary skills and retention among college students was effective.
The present paper aims at shedding light onself-regulation and self-regulated strategy development as an instructional approach designed to enhanceFL learners' strategic behavior, knowledge, and motivation, which in turn may affect their EFL writing skills. Different studies conducted in the field of EFL inside and outside Saudi Arabia to develop writing skills are surveyed. The paper depends on the descriptive method that covers the theoretical background of using the SRSD in developing EFL writing skills. Furthermore, the researcher depended on her experience in teaching reading and writing to Saudi college students and the results of their achievementtests. The papertried to investigate different definitions of self regulation and metacognition as its main aspect , beside different self-regulated strategies. The paper also discusseda cyclical model of self regulation from social-cognitive theory and research. Harris and Graham's SRSD model is coveredalso. This is followed by an analysis of teacher's role in using this approach.Conclusions are based on the conclusions obtained from review of literature and previous studies. These conclusionsmay be useful to be applied in the Saudi context generally and in Majmaah University specifically as they part of the EFL context. Problem of the study In spite of the importance of reading and writing skills , they still form a challenge for EFL Saudi students .Great number of students struggle to master them. The problem of the present study is represented in the weakness in writing and reading skills among EFL Saudi college students. Thus the present study tries to find an effective approach or method that help develop both skills. The suggested strategy is called Self-Regulated Strategy Development (SRSD) based on self-regulated learning. Significanceof the study The present study sheds light on an important trend in the field of EFL instruction that has not received attention in spite of being effective, self-regulated learning. The present study uses SRSD to develop reading comprehension which consequently affects and facilitates the development of writing skills. Thus, solving the problem that most EFL students in Saudi colleges face when studying basic EFL skills in the lower levels of the college.
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