This study was mainly conducted to examine the possibility of utilizing 'WhatsApp Group' in enhancing EFL learners' verbal interaction. To do this experimental and descriptive methods were used to achieve the objective of this study. A questionnaire and pre-and post-test were adopted as tools for data collection. Samples of two groups (experimental & control) were randomly selected. The results were analyzed with SPSS. Both groups were taught the same content using the traditional way integrated with WhatsApp Chat groups via text message as communicative platforms for practicing outside classroom contexts for what have been taught in the traditional class. However, the participants of experimental group were restrictively interacted via voice messages while the participants of control group were only interacted via text messages. The analysis of the data revealed that the participants who underwent the voice messages on WhattsApp treatment significantly outperformed those who underwent in text messages on WhatsApp. Hence, utilizing voice messages on WhatsApp chat group can be recommended as an efficient technique in enhancing EFL learners' verbal interactions outside classroom contexts. Because EFL traditional classroom is no longer more appropriate in offering sufficient opportunities for EFL learners' verbal interaction.

For some reason, EFL students lose their motivation and interests and become more demotivated as time goes by. Many of the conducted studies focus on the factors that cause EFL learners’ demotivation rather than how EFL learners’ demotivation impact on classroom learning processes. Thus, the study will focus on the impact of EFL learners’ demotivation on the procedures and processes employed for EFL classroom interaction. The data are collected and statistically analyzed. The findings revealed the processes and the procedures that adopted for developing classroom interaction are negatively affected by the low quality of the participation that EFL demotivators do. These results negatively reflected EFL classroom interaction processes, EFL teachers’ performance, and EFL classroom group dynamics. In the light of these results, it recommended that the interactive classroom activities should be carefully designed and appropriately adapted to stimulate EFL demotivators’ interests. For example, the characteristics of these interactive classroom activities are in their content that reflects EFL learners’ cultural backgrounds and connects them to their every day actions.

Despite significant attempts to raise verbal communicative skills in the Arab world, the verbal production of English-language EFL learners still falls short of expectations. By employing display and referential questions to start a conversation in WhatsApp chat groups, this study aims to expand verbal communication outside of academic settings.  The participants in two WhatsApp chat groups (Groups "A" and "B") using voice messages were exposed to the same learning material as part of an integrated activity for the traditional classroom. On the basis of the various question types used by each group, the performance of the two groups was then statistically assessed. Comparing the verbal responses of group (A) using display questions to group (B) using referential questions, the data revealed a considerable improvement. It is clear that EFL beginners interact more naturally with question types about which they already have information or experience. In contrast to asking referential questions, the display question format verbally encouraged EFL beginners to participate. Because the traditional EFL classroom is no longer appropriate for providing enough opportunities for EFL learners' verbal interaction, using display questions on WhatsApp chat groups through voice messages can be advised as an effective technique to improve EFL beginners' verbal interactions outside of classroom contexts.

This paper presents an algorithm, based on the self-balancing binary search tree, to form learning groups. It aims to generate learning groups that are intra-homogeneous (student performance similarity within the group), interhomogeneous (group performance similarity between groups), and of balanced size. The algorithm mainly uses the 2-3 tree and the 2-3-4 tree as two implementations of a self-balancing binary search tree to form student blocks with close GPAs (grade point averages) and balanced sizes. Then, groups are formed from those blocks in a greedy manner. The experiment showed the efficiency of the proposed algorithm, compared to traditional forming methods, in balancing the size of the groups and improving their intra-and inter-homogeneity by up to 26%, regardless of the used version of the self-balancing binary search tree (2-3 or 2-3-4). For small samples of students, the use of the 2-3-4 tree was distinguished for improving intra-and interhomogeneity compared to the 2-3 tree. As for large samples of students, experiments showed that the 2-3 tree was better than the 2-3-4 tree in improving the inter-homogeneity, while the 2-3-4 tree was distinguished in improving the intra-homogeneity.

In this paper, the EFL (English as a foreign language) children's verbal practices outside classroom contexts were enhanced by guiding their parents with supplementary bilingual videos adequately prepared for the purpose. To achieve this objective, pretest, posttest, and interview were used as data collection tools. The participants of both groups were taught the same content using the traditional classroom in classroom; however, the parents of participants in the experimental group were integrated with these supplementary videos. The statistically analyzed data has shown that the EFL children whose parents underwent the two supplementary videos (experimental group's participants) significantly outperformed the children whose parents underwent only the students' book (control group's participants). Hence, supplementary bilingual videos (video material and explainer videos) are effective and supportive means of guiding EFL parents in home speaking practices with their children. Thus, it recommends that EFL parents be trained and guided for better speaking practices with their children at home.