This study examined the predictive and mediating relationships among the growth language mindset, the informal digital learning of English (IDLE), foreign language enjoyment, and academic achievement in the context of online English as a foreign language (EFL) courses. Data were collected from 237 EFL university students and analyzed using structural equation modeling. The results indicated that both growth mindset and IDLE significantly predicted foreign language enjoyment. Growth mindset also exerted a direct positive effect on academic achievement, whereas IDLE did not. Instead, foreign language enjoyment fully mediated the association between IDLE and achievement and partially mediated the link between growth mindset and achievement. These findings highlight the important role of enjoyment as an affective mechanism that connects learner beliefs and behaviors to academic outcomes in online learning environments. Overall, the study contributes to the growing literature on positive psychology and informal learning in EFL education.

Foreign language anxiety (FLA) is widely recognized as an important emotional factor that influences learners’ success in learning English. This study investigated the level and sources of FLA among Saudi university students enrolled in English for academic purposes courses. It also examined gender differences in anxiety and the relationship between FLA and students’ self-perceived English proficiency. A total of 196 first-year foundation students (144 males and 52 females) from different academic disciplines participated in the study. Data were collected using the Foreign Language Classroom Anxiety Scale. Descriptive statistics, independent-samples t-tests, and Pearson's correlation analyses were used to analyze the data. The results showed that students experienced an overall high level of FLA (M = 3.44, SD = 0.80). Among the three anxiety dimensions, communication apprehension was the most anxiety-inducing factor, followed by test anxiety, while fear of negative evaluation was reported at a moderate level. Gender analysis revealed a significant difference in fear of negative evaluation, with female students reporting higher levels than male students. However, no significant gender differences were found in communication apprehension or test anxiety. In addition, FLA was negatively correlated with students’ self-perceived English proficiency, indicating that higher anxiety was associated with lower confidence in English ability.

This study aimed to explore two main research objectives. The first objective focused on the extent to which English and Mathematics teachers integrate four key 21st century skills (i.e., creativity, collaboration, critical thinking, and communication) into their teaching practices. The second objective was to identify the major barriers that prevent English and Mathematics teachers from effectively incorporating these 21st century skills into their teaching practices. To address these objectives, a sequential exploratory mixed-method research design was employed. In the first phase, observations were conducted with 20 English and 20 Mathematics teachers to assess the extent of their integration of these skills. Following the observations, semi-structured interviews were conducted with 10 English and 10 Mathematics teachers to gather more detailed information about the major barriers that prevent the integration of the four primary 21st century skills into their teaching practices. In the second, quantitative phase, the insights gained from the interviews were used to develop a questionnaire, which was completed by 89 Mathematics and 84 English teachers. The questionnaire aimed to validate the key obstacles that hinder English and Mathematics teachers from incorporating these skills into their instruction. The findings indicated that both English and Mathematics teachers incorporated creativity, critical thinking, collaboration, and communication skills at a very weak level. The results also showed that major obstacles, including barriers related to students, teachers, curriculum, and administration, impeded the integration of the four 21st century skills into the teaching practices of English and Mathematics teachers. Overall, the findings obtained have important implications for future research and educational practices.

The integration of digital technologies has transformed language learning and provided informal avenues that complement traditional English as a Foreign Language (EFL) instruction. This study investigates the direct effects of Informal Digital Learning of English (IDLE), intrinsic motivation, and grit on Online Learning Effort Regulation (OLER) and English achievement among 218 Saudi EFL students from the University of Ha’il. Using a quantitative approach, data were collected through online questionnaires. Confirmatory factor analysis was employed to develop and validate the measurement model, while structural equation modeling using AMOS was used to test the hypothesized relationships. The results indicated that IDLE and intrinsic motivation had significant positive effects on OLER, while grit did not significantly influence OLER. For English achievement, grit had a significant positive effect, while IDLE and intrinsic motivation had insignificant effects. These findings highlight the differential roles of digital learning and psychological factors in enhancing effort regulation versus actual language performance. The study offers valuable insights for policymakers, educators, and curriculum designers to develop strategies and interventions that improve learner engagement, persistence, and language achievement in digital EFL environments.

This study examined L2 grit levels among Saudi university students learning English for academic purposes. It also explored the relationships between gender, academic discipline, self-perceived English proficiency, and L2 grit. The participants included 188 Saudi students enrolled in English for academic purposes courses at a public university in Saudi Arabia. This research employed a quantitative approach, using a questionnaire for data collection. The data were analyzed using both descriptive and inferential statistical methods. The results showed that students had higher levels of L2 grit across both dimensions: perseverance of effort and consistency of interest. Gender was not a significant factor in influencing grit levels. However, students in the scientific disciplines reported higher levels of perseverance and consistency of interest than their peers in the humanities disciplines. Moreover, both dimensions of grit were positively correlated with students’ self-reported English proficiency. These findings provide important theoretical and pedagogical insights into the role of L2 grit in foreign language learning and instruction.

The present study investigated the role of a Higher-Order Adjunct Question Package (HAQP) in supporting learners’ germane cognitive load (GCL) within digital learning environments, using two complementary indicators: a self-reported measure of germane cognitive load and knowledge-transfer performance. A total of 126 Mathematics and English teachers participated in the study and were randomly assigned to either an experimental group (n = 64) or a control group (n = 62). Through online instruction delivered via Google Forms, all participants viewed four analogical paintings accompanied by explanatory text illustrating principles of effective learning. In the control condition, the interpretation of each painting was directly provided, whereas in the experimental condition the interpretation was replaced by a higher-order multiple-choice question requiring participants to infer the correct interpretation. The question was embedded within a package that involved active responding, feedback, and guidance away from guessing, rather than functioning as a question alone. This package was designed to promote deeper engagement with the visual information. Findings showed that participants in the experimental group reported higher levels on the self-reported GCL measure and demonstrated superior knowledge-transfer performance compared to those in the control group. These results suggest that the HAQP contributes to learning conditions that support germane cognitive load in online instruction, likely by guiding learners’ attention toward conceptually relevant information and reducing engagement with extraneous details.

This study examined the predictive and mediating relationships among the growth language mindset, the informal digital learning of English (IDLE), foreign language enjoyment, and academic achievement in the context of online English as a foreign language (EFL) courses. Data were collected from 237 EFL university students and analyzed using structural equation modeling. The results indicated that both growth mindset and IDLE significantly predicted foreign language enjoyment. Growth mindset also exerted a direct positive effect on academic achievement, whereas IDLE did not. Instead, foreign language enjoyment fully mediated the association between IDLE and achievement and partially mediated the link between growth mindset and achievement. These findings highlight the important role of enjoyment as an affective mechanism that connects learner beliefs and behaviors to academic outcomes in online learning environments. Overall, the study contributes to the growing literature on positive psychology and informal learning in EFL education.

This study aimed to explore teachers’ attitudes towards reflection and the frequency of their reflective practices. Additionally, it examined the impact of gender and teaching levels on the frequency of teachers’ reflective practices. The participants were 219 Saudi teachers from various subject disciplines, selected using random sampling. A descriptive research design was used, and data were collected using the Reflective Attitude Survey (RAS). The results showed that teachers generally have positive perceptions about the usefulness of reflective practices in teaching. They also favored various forms of reflective practices, with a higher preference for individual and theme-based reflection over group or theme-less reflection. Teachers engaged in reflective practices to a moderate extent, with digital technology being used less frequently for such practices. No significant differences were observed in the frequency of teachers’ reflective practices in relation to gender and teaching levels.

Engagement is an essential aspect of students' success in learning. Even though students' engagement with learning has been widely investigated, the level of learners' online engagement and the relationship between learners' online engagement and their achievement, especially in the English as a foreign language (EFL) context, using a learning management system (i.e. Blackboard), remains unexplored. To fill that gap, this study examines the effects of learner engagement, using its three dimensions (behavioural, emotional, and cognitive), on students' achievement in learning EFL in online courses. In total, 189 college students participated in the study. Data was analysed using the second-generation analysis technique structural equation modelling (SEM) to examine the relationships among constructs and test the hypothesis. Results revealed that students' engagement significantly affected their achievement in learning EFL in an online environment.

In recent years, online courses have become a prevalent mode of study in English as a Foreign Language (EFL) university education. Student engagement is widely recognized as a key factor that influences students’ quality of learning and academic achievement. This study explored the predictive impacts of self-efficacy, teacher support, and positive academic emotions on student engagement in online courses. The participants were 201 Saudi university students studying English as a foreign language. The data were collected and analyzed quantitatively using structural equation modeling techniques. The findings showed that self-efficacy and positive academic emotions significantly predicted online student engagement. However, teacher support did not have a significant effect on online student engagement. Overall, the findings obtained hold significant merits for further research development and educational practices.

Engagement is an essential aspect of students' success in learning. Even though students' engagement with learning has been widely investigated, the level of learners' online engagement and the relationship between learners' online engagement and their achievement, especially in the English as a foreign language (EFL) context, using a learning management system (i.e. Blackboard), remains unexplored. To fill that gap, this study examines the effects of learner engagement, using its three dimensions (behavioural, emotional, and cognitive), on students' achievement in learning EFL in online courses. In total, 189 college students participated in the study. Data was analysed using the second-generation analysis technique structural equation modelling (SEM) to examine the relationships among constructs and test the hypothesis. Results revealed that students' engagement significantly affected their achievement in learning EFL in an online environment.

This study sought to explore the frequency and type of language learning strategies employed by university students. It also investigated the impact of proficiency levels, gender and year of study on the use of language learning strategies. The study participants were 256 English major students enrolled in three universities in Saudi Arabia. This study employed the Strategy Inventory for Language Learning questionnaire for data collection. The results reported that language learning strategies were used at a high level. Metacognitive strategies were the most commonly used, whereas memory strategies were the least commonly used. In addition, the higher their proficiency levels, the more the students used language learning strategies. Female students tended to use memory, cognitive, metacognitive, compensation and affective strategies more frequently than did male students. No significant differences were found in the use of language learning strategies in relation to year of study.

Learner autonomy is considered one of the fundamental factors leading to success in foreign language learning. This research study explored 76 Saudi secondary school EFL teachers’ beliefs and reported practices of learner autonomy. The English Language Teachers’ Beliefs about Learner Autonomy Questionnaire (Borg & Al-Busaidi, 2012a) was employed as the data collection tool. The results indicated that the teachers had positive perceptions of various features of learner autonomy. The findings also showed that while most teachers positively desired to implement learner autonomy principles in their teaching, they were less optimistic about the feasibility of developing these principles in practice. In addition, most of the teachers indicated that they offered their students opportunities to promote learner autonomy. However, the majority of the teachers did not view their students as autonomous. They identified four main factors that contributed to their perceptions of a lack of learner autonomy in their students: lack of motivation, students’ low proficiency in English, students’ overdependence on their teachers, and limited time allocated for teaching the syllabus.

This study sought to explore the sources of foreign language teaching anxiety experienced by non-native preservice English as foreign language (EFL) teachers. Fourteen preservice Saudi EFL teachers enrolled in a public university participated in this study during their teaching practicum. The study used a qualitative research design with an in-depth semi-structured interview as the data collection tool. The data were analyzed using thematic analysis techniques and the findings revealed five main causes of anxiety: (i) fear of making mistakes, (ii) fear of negative evaluation, (iii) teaching unfamiliar topics, (iv) lack of preparation, and (v) a large number of students in one classroom. Generally, the results provide important implications for further research development and educational practices.

This experimental study sought to examine the impact of four indicators of active learning (i.e., elaborated feedback, group work, situated learning, and videos and pictures in classroom instruction) on the enhancement of Saudi students’ various motivational constructs (i.e., self-efficacy, task value, and effort expenditure) and English achievement. Participants were 289 university students, and the data were collected at three time points: Time 1 (before the intervention), Time 2 (in the middle of the intervention), and Time 3 (after the intervention). The findings of repeated measures ANOVA and follow-up t-tests revealed that the intervention had small impacts on all the variables at Time 2 (in the middle of the intervention). However, at Time 3 (after the intervention), the intervention had small impacts on effort expenditure and task value, a moderate impact on academic achievement, and a large impact on self-efficacy. In general, the evidence obtained provides important implications for educational practices and further research development.

When the thesis is live, link this dataset to: 2018. The importance of various indicators of active learning on the enhancement of motivation, engagement, and English performance: A mixed-methods, longitudinal study in the Saudi context Alrashidi, Oqab,Phan, Huy,Ngu, Bing Submitter: Balnaves Edmund Identifier: hdl:1959.11/23550

The present longitudinal research investigation explored the differential effects of contextualised self-efficacy beliefs (i.e. task, course, global) on the concepts of personal resolve and effective functioning, and two adaptive outcomes, namely: school experience and academic achievement. 291 (141 girls, 150 boys) Year 7 secondary school students participated in the study, which spanned the course of four time points. Subsequent SEM analyses produced the following results, for example: (i) Time 1 task self-efficacy positively influenced Time 2 personal resolve and Time 2 effective functioning, (ii) Time 2 personal resolve positively influenced Time 3 contextualised self-efficacy beliefs, (iii) Time 2 effective functioning positively influenced Time 4 school experience, and Time 4 academic achievement, and (iv) Time 3 task-specific self-efficacy positively influenced Time 4 academic achievement and Time 4 school experience. This evidence, collectively, provides grounding for further research development (e.g. the importance of effective functioning) and educational practices for implementation.

English is taught as a foreign language in schools and universities of Saudi Arabia. In recent years, officials and educationists have expressed their concerns pertaining to students’ low levels of English achievement. To improve English learning and achievement in Saudi Arabia, many research studies have shown that four major indicators of active learning, namely: (a) group work, (b) elaborated feedback, (c) situated learning, and (d) Information Communication Technology [ICT], impact on students’ leaning and successful achievement. This article provides an overview of these four indicators of active learning and their importance to English learning and teaching. In addition, the article sheds light on how these four indicators of active learning might be used by teachers and educators in their teaching practices and/or intervention programs.

Engagement is a prominent theoretical orientation that has received great attention from educators and researchers. This article provides a literature overview of the engagement construct pertaining to its various definitions, dimensions, and major conceptualisations. In addition, the review sheds light on two major approaches to engagement in the current literature: one entails students’ cognitive, behavioural, and emotional engagement (Fredricks, Blumenfeld, & Paris, 2004), and the other approach is characterised by vigor, dedication, and absorption (Schaufeli, Salanova, Gonzalez-Rom, & Bakker, 2002). Further, the association between these two models and students’ performance is discussed.