This study investigates the concept of effective teacher professional development based on professionalism perspective. It aims at explaining the concept of professionalism, focusing on the significance of professionalism in maintaining the quality of English teacher development, teaching English, and instructional processes. It demonstrates the fundamental requirements for an effective English teacher and effective teaching. The study is based on the hypothesis which proposes that teacher professional development leads to grand achievement in education. The study pinpoints that to be an English teacher; one must gain particular pedagogical, psycho-socio, and linguistics training; in addition, an English teacher is responsible for his/her ongoing professional development, which leads to teacher's confidentiality and highly students’ achievement.

This study investigates digital literacy and digital competency in using LMS among KKU students studying English as an intensive English course. The study is based on using nexus analysis. This study adopts a descriptive-analytical method, and the main instrument used for collecting data is a questionnaire for teachers to investigate how students can use LMS to do their homework and activities related to Unlock textbooks. The study's findings have revealed that most students use LMS professionally but feel bored because of lengthy tasks, exercises and activities which consume a long time. In addition, most of the activities, tasks and exercises do not match the textbook unit contents. The study recommends that Cambridge LMS should be loaded with tasks, exercises and activities matching the unit content, and they should not be lengthy.

This study aims to clarify the spoken sentence processes production, and it explains the lexicalization and syntactic planning stages. It also focuses on the spoken production models such as; Fromkin's Five Stage Model, The Bock and Levelt Model, Fromkin's Five Stage Model, Parallel –Processing Models, and The Dell Model. Additionally, it states various communicative problem strategies and many types of errors and mistakes that are relatively common in the normal spoken sentence production, such as spoonerisms and speech errors. The study entails spoken sentence production is perceived through some issues such as linearity, segmentation, speaker normalization, and the basic unit of speech perception.

The study investigates the communicative proficiency skills and content's suitability in Unlock textbook. The study adopts a descriptive analytic method, student questionnaire, and teacher interview as an instrument of data collection. The findings of the study have revealed that Unlock textbook is a well-designed textbook activating the basic interpersonal communicative skills and cognitive proficiency aspect in terms of academic English language, applying critical thinking skills, and providing students with suitable communicative proficiency and academic skills. Nonetheless, it consumes lots of time in using video exercises as warming ups and it is based on problem solving approach which contrasts students' learning process' familiarity approach which is based on rote learning. The study recommends that Video exercises in Unlock should be reduced to one exercise, critical thinking should be integrated with the skills as reflection, and Unlock one should be composed of phonological awareness lessons to provide students with reading remedial classes.

The study investigates the evaluation of teaching English grammar methods implemented in the teaching grammar section in Unlock textbook and investigates how frequently different types of focus on the form used in teaching grammar in an intensive English course at King Khalid University can enable students to develop linguistic accuracy. Observation is conducted as an instrument of data collection. The findings of the study have revealed that teaching English grammar in Unlock textbook using an inductive approach is pedagogically effective and applying the reactive type of focus on form raises attention to linguistic forms and maximizes accuracy in writing. The study recommends that English teachers should teach grammar using an inductive approach and learner centeredness and English teachers should give students excessive practice on focus on form with meaning.