This research paper intends to investigate the attitudes of Yemeni university students towards using Google Classroom as a learning tool. It also aims to explore any similarities and differences between graduate and undergraduate students and between males and females in terms of their attitudes towards using Google Classroom as a learning tool. This study employed a quantitative approach. One hundred and twenty students of the fourth level of the B.Ed. program and forty students enrolled in the M.Ed. program at the Department of English in the College of Education at Sana’a University in Yemen participated in this study during the academic year 2018/2019. Data were collected using a questionnaire whose analysis revealed a positive attitude towards using Google Classroom as a learning tool. The findings of this study indicated that the highest mean average among the five components of the attitude scale was the Behavioral Engagement (BE) (M= 4.09), followed by Developing Language Skills (M= 4.04) and the Linguistics Confidence (M= 3.92). Finally came the Attitude to Learning Linguistics with Technology (M= 3.76) and the Technology Confidence (M= 3.56). This study concluded that there was a statistically significant difference between the mean of the undergraduate and graduate students towards using Google Classroom as a learning tool in favor of the graduate students. Furthermore, there was no statistically significant difference between male and female students in terms of their attitudes towards using Google Classroom. This study ends with some pedagogical implications and directions for future research studies. Keywords Google classroom, students’ attitudes, gender, linguistics courses

This study intended to investigate the relationship between Yemeni EFL postgraduate students’ Perceptual Learning Style Preferences (PLSP) and their Language Learning Strategies (LLSs). The sample of the study was 45 Yemeni EFL postgraduate students (males = 14 and females = 31) who were enrolled in master’s degree studies at Sana’a University. For data collection, Reid’s (1987) Perceptual Learning Style Preference Questionnaire (PLSPQ) and Oxford’s (1990b) Strategy Inventory of Language Learning (SILL) Version 7.0 for ESL/EFL students were administered to determine the PLSP and LLSs of the participants. The responses were calculated through statistical analysis in terms of mean, standard deviation, Pearson correlation, and independent samples t-test. According to the overall average of PLSP, the study’s findings showed that the participants were major in learning style preferences (M= 38.72, SD= 5.07). It was found that kinesthetic, auditory, and tactile learning styles were the most major learning style preferences whereas group and individual learning styles were the least preferred minor modes among the participants. In terms of the overall average of LLSs, the participants found to be high strategy users (M= 4.31, SD= 0.54). The findings also revealed that metacognitive, compensation, and cognitive strategies were the most frequently used while memory and affective strategies were the least frequently used among the participants. In addition, the findings demonstrated a statistical significant relationship between the participants’ PLSP and their LLSs. It was found that tactile learning style was significantly correlated with cognitive and social strategies, and individual learning style was significantly correlated with affective strategies.

This exploratory correlational study addresses the issue of Yemeni EFL Learners’ Future Self-images, Ideal Self-images and Ought-to Self-image and their relationship to the English language proficiency, mainly, speaking and writing --fourth level students, Department of English Sana’a University of the academic year of 2017-2018. It also aims at exploring which of the two Future Self-images addressed is more evident amongst Yemeni EFL learners. In addition, the study attempts to ascertain the role of gender on Future Self-images. Data gathering instruments were all set and validated for the purpose of the study; which were Future Self-images questionnaire (12 Ideal Self-image items & 12 Ought-to Self-image items), English proficiency (speaking & and writing) tests and two Scoring Scales. Fifty two Students (12 males and 40 females (the sample) took both the Future Self-images questionnaire and the English proficiency tests in the academic year 2017-2018. and two Data gathering instruments were all set and validated for the purpose of the study; which were Future Self-images questionnaire (12 Ideal Self-image items & 12 Ought-to Self-image items), English proficiency (speaking & and writing) tests and two Scoring Scales. Fifty two Students (12 males and 40 females (the sample) took both the Future Self-images questionnaire and the English proficiency tests in the academic year 2017-2018. Descriptive analyses— frequencies, and, t-test for independent groups, and Pearson-product moment correlation— were utilized to analyze the data. Results show that Yemeni EFL students have higher Ought-to Self-image mean scores (3.6) than Ideal Self-image mean scores (3.04) Further, each of the two Future Self-images, Ideal Self-image and Ought-to Self-image has a bipolar direction in regard to male and female students. While, female students have higher mean Ideal Self-image scores (2.6) toward learning English, their counterpart male students have higher mean Ought-to Self-image scores (3.15). Furthermore results revealed a significant and strong relationship between Yemeni EFL learners’ ---Ideal Self-images—Ought-to Self-image-- and speaking and writing proficiency respectively and uniquely. This article ends with some recommendations and suggestions for future research.