English teaching -learning process in Saudi Arabia is often criticized for producing students with low proficiency. One of the most critical areas in which Saudi students demonstrate low proficiency is EFL composition which features low writing ability in content, organization, grammar, vocabulary, and mechanics. Capitalization in mechanics is a micro feature of English composition which demands using upper case and lower case in English letters according to the English language conventions. This study evaluates capitalization errors in Saudi female students' EFL writing. The study is conducted in the College of Applied Medical Sciences (for females), Bisha University at Al-Namas in Saudi Arabia. A mixed method of research design is used to collect the data from the real classroom of 20 Saudi female students in the form of assignments, classroom tests and examination copies. The study is supported by the observation of writing process of the students in the EFL classroom and interview of 10 students. Ellis's procedure (1994( cited in Troike, 2006 has been used to describe and evaluate the errors of capitalization. The result reveals that capitalization errors constitute a significant area of errors in Saudi students' writing. In the composition of 12000 words by 20 students, 983 errors are committed across the 10 categories of capitalization. The study suggests that curriculum of English language in Saudi Arabia should implement new pedagogical techniques in capitalization teaching to develop mastery in the principle rules of capitalization and understanding of orthographic-linguistic-cultural conventions of English language.

Purpose The purpose of this study is to identify the factors that influence the willingness of Saudi Arabian students from four universities in Saudi Arabia, to adopt learning management systems (LMSs). This will be accomplished by using two popular technology acceptance models unified theory of acceptance and use of technology (UTAUT) and theory of planned behavior (TPB). Design/methodology/approach In total, 445 undergraduates from four Saudi educational institutions participate in filling out the study questionnaire. To investigate the correlations between the variables, the study used structural equation modeling for data analysis. Findings The results of the study show that effort expectancy (EE), subjective norm (SN), attitude toward behavior (ATB) and perceived behavioral control (PBC) are found to be substantially connected with their intentions to use (ITU) LMSs. The findings also show that there is a strong relationship between students’ intentions and their actual use of LMSs. Research limitations/implications Like many studies, this research has some limitations. The primary limitation is that the findings of the study cannot be extrapolated to other settings since the report’s analysis and investigation were limited to four Saudi universities. Therefore, to generalize the study’s findings, similar research needs to be conducted in other Gulf and similar cultural universities. Practical implications The integrated model identifies key factors that influence the intent of Saudi Arabian students to use LMS, including EEs, social influence, ATB and PBC. This model can help develop solutions for the obstacles that prevent students from using LMS. The findings can be used to provide assistance to increase the likelihood of LMS acceptance as part of the educational experience. The model may also inspire further research on this topic in the Gulf nations, particularly in Saudi Arabia. Originality/value As none of the relevant studies conducted previously in Saudi Arabia has integrated the two models to study the students’ ITU LMSs, this study combines two major theories, TPB and UTAUT, in the context of Saudi Arabia, contributing to the field of technology use in education by expanding empirical research and providing a thorough understanding of the challenges associated with the use of LMS in Saudi universities. This study should be viewed as filling a crucial gap in the field. Moreover, this integrated model, using more than one theoretical perspective, brings a thorough comprehension of the barriers that hinder students’ adoption of LMSs in the academic context in Saudi Arabia and thus assists in making effective decisions and reaching viable solutions.

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BACKGROUND: To encourage students’ behavioural intentions (BI) to use Learning Management System (LMS) in Saudi Arabia, policymakers, particularly the ministry of higher education, should persuade potential users that LMS is useful, simple to use, and that others have high expectations for its use in the near future. OBJECTIVE: This study aims to identify factors influencing students’ BI towards accepting the LMS in Saudi Arabia. METHODS: An online questionnaire was used to collect 212 student responses from Saudi Arabia’s University of Hail. The integrated model was tested using Structural Equation Modeling (SEM). RESULTS: The results of analysis using Structural Equation Modeling (SEM) revealed that factors influencing students’ attitudes towards accepting the LMS and, thus, their BI towards the use of the LMS in Saudi Arabia, were their perceived behavioural control (PBC) and perceived usefulness (PUS). On the contrary, attitudes toward behaviour (ATB), subjective norms (SN), and perceived ease of use (PEU) have no influence on students’ BI. CONCLUSIONS: The findings of this study contribute to our understanding of the predictor variables Technology Acceptance Modell (TAM) and Theory of Plan Behaviour (TPB) on students’ BI to use LMS in Saudi Arabian universities.