Purpose Due to the recent coronavirus (COVID-19) outbreak, a temporary interruption of education activities occurred all over the world. The sudden and quick shift from blended or face-to-face learning mode to the sole online learning mode affected the perceptions of students toward the Blackboard application and the usage. This study aims to investigate the perceptions of students toward the Blackboard application in the process of learning Preparatory Year (PY) English courses as the mere tool of learning and the impact of the students’ perceptions on the students’ use of Blackboard. Design/methodology/approach The results are based on a survey conducted with 228 of PY students: 1st level n = 126 and 2nd level n = 102 at Najran University. The data are analyzed to compare the two levels, as the students’ prior experience with Blackboard is not the same. The 2nd level students have prior experience of blended learning through Blackboard, whereas 1st level students have no prior experience of learning through Blackboard. Findings The data of the perceptions of both levels showed that 1st level students’ perceptions toward online learning of English via Blackboard were higher than 2nd level students. The data on the frequency of the use of the Blackboard application reflected the perceptions of students. Research limitations/implications The findings suggest that the students’ prior experience of e-learning via Blackboard has an impact on the students’ perceptions. Originality/value The findings of the study contributed to the learning through the management systems research field and online learning of English during the COVID-19 outbreak.

This paper investigates the role of WhatsApp, a widely used application in cell phones, in providing EFL learners with appropriate learning settings to use English language freely and effectively. To achieve the goal of the study, the researchers chose four native speakers of English and forty students from Preparatory Year, Najran University, Saudi Arabia to share a series of activities, ideas and information via a mobile application namely WhatsApp. Various methods associated with social science research were used at different stages of the study. These methods were triangulated to make the study more reliable and result-oriented. First, the postings and comments of the participants were analyzed and studied using Content Analysis. Then a questionnaire of 15 items was administered amongst the participants targeting their attitudes towards the use of MMC in English Language Education (ELE). Finally, a semi-structured interview was used with 10 participants and the native speakers. Based on the results, EFL learners enjoyed more exposure to the language via WhatsApp, where they could communicate with native speakers and interact appropriately. In addition, the questionnaire and the interviews showed positive attitudes towards using mobile in reinforcing language learning. The researchers provide recommendations and suggestions for future research .

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This longitudinal study examined the effect of the Visual Memory Development Technique (VMDT) on the motivation of students with low proficiency to read in the EFL context. The sample population consisted of 64 Preparatory Year (PY) students at Najran University. All 64 students were given the Motivation for Reading in English Questionnaire (MREQ) to measure their motivation to read prior to the treatment (VMDT). The 64 students were divided into an experimental and a control group. Both groups received instructions for reading with their traditional remedial materials, but the experimental group's instruction was supplemented by the addition of the VMDT at the beginning of each reading class for twelve lessons over a six-week period. An exit slip was given to the students at the end of each lesson. After six weeks, the MREQ was administered to both groups to measure the change in the students' motivation to read in the English language. The results of the quantitative tool (MREQ) were analyzed via SPSS (Ver.16) and Excel (Ver. 2013), and the findings of the qualitative tools (experimentation and exit slips) were collected and analyzed using a thematic approach. The post-test result for the MREQ showed a significant difference in students' motivations (F ¼ 10, 21, p < 05). Based on the results, the students in the reading group that was given the VMDT at the beginning of the class showed increased motivation to read in the English language inside the classroom; suggestions and pedagogical implications are presented accordingly.

PurposeStudents of mixed-ability learning together in one class is a challenge for all educators, especially in English as foreign language (EFL) contexts. Timed reading activity (TRA) is an activity that can help educators address the learning needs of students in such a context. The present study investigated the effectiveness of the TRA in enhancing EFL students' reading rate and reading comprehension as well as in making them aware of potentially wrong reading strategies that they may be using.Design/methodology/approachA classroom intervention was designed for a group of preparatory year (PY) students at a Saudi university. The study sample consisted of one intact class of 29 students. Data were collected from pre- and post-tests of students' reading rate and reading comprehension as well as progress charts. In addition, a questionnaire was used to identify the reading strategies used by the students.FindingsThe results showed that the TRA generally enhanced the reading comprehension and the reading rate of EFL mixed-ability students as well as raised their awareness of their use of wrong fast reading strategies.Originality/valueThe results of the study support the use of TRA as a remedial reading activity in EFL mixed-ability classes.