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This current research forms part of a broader investigation into the problems Saudi postgraduate students face in English academic writing. The study used the interpretive paradigm to investigate and interpret the perceptions of Saudi postgraduate students and their supervisors in relation to the difficulties they encountered regarding academic writing in English. Therefore, the study adopted a sequential mixed-methods design. The quantitative phase of the research employed a questionnaire whereas the qualitative phase employed semi-structured interviews and document analysis. In total, 275 students completed the prepared questionnaire whilst 15 students, both male and female, and 9 supervisors participated in the semi-structured interviews. The research also used ten samples of written feedback students had received from their supervisors. SPSS descriptive statistics were used to analyse the data quantitatively, and MAXQDA software was used to analyse the data qualitatively. The study identified that Saudi postgraduates encounter a range of difficulties in their academic writing, which were due to several underlying causes. Therefore, to address this issue and to contribute to knowledge in the field, the author of this study devised a theoretical model to assist Saudi postgraduate students overcome their difficulties with English academic writing. The main focus of the current study is to explain this model in detail.

The current study aims to explore the effect of virtual classes on promoting autonomous learning of Saudi EFL students in the PYP Year Program (PYP). Data were collected through an online questionnaire and semi-structured interviews. Two hundred eighty female undergraduate Saudi students in the PYP completed the questionnaire voluntarily. Fifteen English language instructors voluntarily agreed to be interviewed. The result of the study indicated that 64% of students demonstrated a high level of autonomous learning in virtual EFL classes. However, 36% of students showed an average level of autonomous learning in doing assignments, self-motivation, accelerating learning, and willingness to learn. Furthermore, the results show that students' level of autonomy in virtual classes depends on factors such as lack of motivation, constructive feedback, and students' educational culture. Additionally, the study provides some guidelines to help instructors implement autonomous learning in EFL virtual classes. Pedagogical implications and suggestions for further research are provided.

Flipped Learning Strategy (FLS) has become one of the innovative trends in education to create an exciting learning environment where the instructor becomes a facilitator or guide and students construct their knowledge. Therefore, the current study aimed at investigating the effect of the Flipped Learning Strategy (FLS) on developing university students' English reading comprehension. The study also sought to reveal students' attitudes towards the use of the flipped learning strategy. The study sample consisted of 54 female undergraduate Saudi students enrolled in 102 English courses in the preparatory year at a pioneering university in Saudi Arabia. The students were assigned to two groups: experimental and control. A pre-post reading comprehension test and an attitude scale were used to measure students' attitudes towards FLS. The study revealed that FLS had a positive effect on developing university students' L2 English reading comprehension. The findings also showed a statistical difference at (α=0.05) between the control and experimental groups in the post-reading comprehension test in favour of the experimental group. In addition, the findings pinpointed that students in the experimental group showed positive attitudes towards the use of FLS. The study recommends that much effort should be made by researchers and teachers to implement the FLS in various learning stages to improve the English language in Saudi Arabia. Also, the study provides insight into opportunities for further studies.

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