Idiomatic expressions are essential components of EFL learners’ linguistic repertoire. Nevertheless, learning such inherently perplexing language constructs poses a challenge to learners. Therefore, the present study was motivated by examining a modern tool (infographics) that is relatively under-researched in EFL settings and potentially conducive to fruitful vocabulary learning. Grounded in dual coding (DCT) and cognitive load (CLT) theories, this study aims to examine the effectiveness of visualizing English idioms via static infographics. Data were collected using three instruments (a pre-/post-test, an attitude questionnaire, and semi-structured interviews) in a mixed-method design. The participants consisted of 78 Arabic speaking students at a Saudi university. Divided equally into two groups, these participants were instructed to learn 60 idioms in five computer-mediated sessions. Students in the control group studied the target idioms via online texts, whereas those in the experimental group studied them via online static infographics. The findings show that despite the significant increase in the post-test scores of both groups, the treatment group outperformed the control group as indicated by the statistically significant difference in scores. Consequently, the findings signify a high potential of static infographics to foster receptive knowledge of idioms. Moreover, the participants show positive attitudes toward the utility of static infographics on learning idioms. Meanwhile, the qualitative findings reveal a number of compelling factors induced by productive constituents and adequate content of the infographics. Those factors are conducive to effective learning and retention, triggering motivation and interests, promoting autonomous and efficient learning, and attracting learners’ attention.

This study investigates and compares the quality of Google-translated texts (GTTs) across writing genres (narrative, descriptive, expository, and persuasive) with EFL student–generated texts (SGTs), and explores students’ attitudes toward Google Translate (GT) output. In a mixed-methods design with a computational approach to text analysis, this study utilizes multiple data sources, including 328 written texts, written reflections, four attitude questionnaires, focus group discussion, and individual interviews. Forty-one Arabic-speaking undergraduate students majoring in English language and translation at a Saudi university participated in this study. They engaged in eight computer-mediated writing sessions by responding to tasks using English, then responding to the same tasks using their first language (L1). Subsequently, they utilized GT to translate L1 texts into English and compared SGTs with GTTs. The findings show that GTTs have higher literacy levels and richer content in the persuasive and expository genres, and higher style levels in the narrative and descriptive genres. Moreover, the comparison between SGTs and GTTs reveals that GTTs have higher literacy levels, better style, and richer content in the descriptive, expository, and persuasive genres. Meanwhile, the students hold positive views on the general quality, grammatical accuracy, and provision of lexical alternatives in GTTs across genres. Pedagogical implications are discussed.

This longitudinal study used a mixed-methods approach to investigate multiple digital multimodal composition (DMC) tasks effect on EFL learners' attitudes toward DMC. The sample consisted of Arabic-speaking students (n = 40), enrolled in an English language program at a Saudi university. Data comprised multiple sources, including five online tasks, five questionnaires, reflections, and focus group discussions. The findings show that students maintained positive attitudes toward DMC, suggesting that such attitudes are not a consequence of the novelty effect, postulated in previous cross-sectional research. Furthermore, there is a significant attitudinal fluctuation observed in attitudes toward how DMC facilitates meaning communication. Meanwhile, major themes emerged that explain positive attitudes, including enjoyability, communication, motivation, Second language and writing development, and satisfaction. Conversely, the availability of nonlinguistic components might pose negative effects on learners. This paper sheds light on pedagogical implications and avenues for future research.