This study explores King Khalid University English as Foreign Language (EFL) students' views regarding the advantages and limitations of merging the features of face-to-face language instruction and online language learning via the Blackboard learning management system in a new pedagogical approach called Blended Learning. The study also examines students' suggestions for improving the quality of Blended Learning courses. The sample consists of 160 male students. The participants completed a 33-item questionnaire. The results indicate the clear advantages of this new experience in broadening students' reading opportunities and enriching their English vocabulary. Moreover, the component on advantages clearly demonstrates how Blended Learning provides an environment for more effective employment of indirect language learning strategies (Oxford, 1990) such as meta-cognitive strategies (arranging and planning learning), affective strategies (confidence enhancement), and social strategies (cooperating with others).The limitations and problems of Blended Learning highlighted by the respondents are followed by a number of practical suggestions for addressing these drawbacks, including solving technical problems, providing proper training to students, increasing the number of labs, and recognizing excellent performance of both instructors and students. Translating these suggestions into an action plan and a road map will enhance the effectiveness of using Blended Learning to create supportive learning opportunities for language learners.

Abstract-English has been implemented as the medium of instruction of engineering, medicine and science in Saudi universities. This decision was taken by some universities without consultation with students or teaching staff, and stands in violation of the Saudi policy that states that Arabic should be the language of instruction. This study investigates the attitude of 702 Saudi students and 162 instructors towards English as the medium of instruction, and towards Arabic as an alternative. The Component of Attitude and the Theory of ReasonedBehavior were adopted to analyze the findings. It explores the consequences of these choices based on theories regarding functions of attitude among students and instructors of the Science Colleges in King Khalid University, Saudi Arabia. Sub-themes include the effectiveness of English as the medium of instruction for Saudi students; the consequences of imposing English as the medium of instruction; the potential of Arabic as the medium of instruction in higher education, and students' right to be taught in their own mother tongue. Both quantitative and qualitative methods of data collection were used based on a questionnaire survey. Findings show strong attitudinal differences between students and instructors, which may be attributed to the degree of hegemony affecting the groups.

This study attempts to explore the challenges that influence academic lecture listening comprehension of Saudi EFL students. Seventy-five students majoring in English participated in the diagnostic stage. In the next stage, 15 students underwent some intervention for 6 weeks where metacognitive and social strategies in teaching were incorporated. Later, the participants were interviewed in a semi-structured setting where they were asked to reflect on the experiment. The major findings of the study indicate that the factors that affect students' listening comprehension pertain to teachers and teaching, students themselves, content of the courses and the program itself. The study recommends a paradigm shift in the teaching methods that focus on metacognitive and social strategies as suggested in the experiment. Furthermore, students' linguistic and communication proficiency should be given special care. Moreover, training the EFL students in academic lecture listening comprehension strategies is highly recommended to be incorporated into the program design.