The purpose of this study is to shed light on a developed approach to be adopted in EFL speaking classes and show the effectiveness of using YouTube videos and Listening Audio Tracks Imitation (YATI) for teaching English language in speaking classrooms as pedagogical tools to improve EFL learners’ speaking skills. To find out the impact of using You Tubes and Audio Tracks Imitation (YATI) on improving speaking skills of EFL learners, the qualitative experimental approach is used to conduct this study. The participants of this study are 48 students studying major English, divided into two sections studying Listening & Speaking Course at College of Science & Arts Muhayil, King Khalid University. One section was used as a control group and the other as an experimental group. Data was collected using speaking tests results which were analyzed using SPSS Pearson correlation coefficient. The results revealed that employing YATI technique has a positive impact on the effectiveness of the speaking skills, fluency and pronunciation of EFL learners. This study concluded that YouTube videos and Listening Audio Tracks Imitation (YATI) is a very effective CALL (Computer-Assisted Language Learning) tool towards improving students’ speaking skills. This study recommends the use of YATI approach in order to help students overcome speaking problems.

Vocabulary is an essential element of language learning. Wide ranges of vocabulary along with grammatical competence guarantee learners to communicate in the language effectively. This study proposes an edutainment method for learning vocabulary by simply combining education and entertainment. This study aims to gain insights about learners’ opinions and perspectives about the use of a technique developed by the researchers as well as how participants feel about their learning. The study investigates the effect of employing Games, Mind-mapping and Twitter Hashtags as the GMT technique, on female Saudi university students’ achievement in English vocabulary. The study suggests that this technique which consists of interactive games, cognitive mind-mapping and the exploitation of technology in the form of twitter hashtags, all employed together, constitute a unified framework for activating students’ vocabulary learning. The sample in the study consisted of 150 students enrolled in the vocabulary building course during the second semester of the academic year 2018/2019. The participants were asked to respond to the questionnaire and they also took variant assessment tests, then their scores were compared to the results of other students who were not taught vocabulary using the technique in question. The findings ascertain the improvement and significant in the experimental group. In addition, the results reveal that the learners had mostly positive opinions on implementing the GMT technique which facilitated their language learning experience. The researchers conclude that the GMT technique can be an effective tool to promote students’ active engagement, motivation, and interaction in vocabulary learning.

The act of translation inside classroom undertakes a great deal of students’ mistakes either grammatical or lexical (i.e. metaphoric, idiomatic, collocational) and some feedback as well. Many studies have concentrated on studying the reasons behind committing such mistakes on the level of undergraduates. However, this paper will start with shedding light on some samples of students’ mistakes to reach instructor-perspective proposed solutions at the end. The study aims at assisting both instructors and institutions of translation to apply pedagogical solutions to their students or translation courses. Moreover, the study further attempts to explore the impact of students’ cultural and linguistic competence on the quality of translation. Researchers adopted a selective analytical method, mainly quantitative, in studying students’ mistakes in the course of Translation 2 in the 1st semester during the academic year 2019-2020 at the English Department - Female Division - Faculty of Languages and Translation - King Khalid University, and then proposed solutions. The language pair discussed here is Arabic-English-Arabic.

The present study investigates the effective strategies that can be employed in translating English culture-bound expressions into Arabic. The study mainly explores the translation and idiomacity of some colour-related expressions of comparison (i.e. similes), collocations and binomials. The paper examines whether it is possible to observe any consistency in the strategies used for the translation of these colour-related idiomatic expressions. This is attempted under the notions of foreignization and domestication proposed by Venuti (1995), the framework of Berlin/Key studies on colours (1969), and the Sapir-Whorf hypothesis, which are all concerned with the interrelationships between language, culture, and translation. The researcher is the instrument of this study. In translating the culturally-bound expressions, the researcher uses two techniques to solve the cultural gap between the source and target languages. The paper reaches the conclusion that no translation strategy should be discarded. Venuti claims that the translator's invisibility is a direct fallout of domesticating translation. However, domestication is very successful in translating many of the idioms incorporated in the corpus data by providing an equivalent idiom in the target language (TL). Foreignising translation, on the other hand, is not always favoured as a form of cultural innovation if it is taken to extremes, as is the case with colour-related idioms deeply bound to culture as it negatively affects the semantic content of the source language.

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