<p>The study reports on a group of EFL learners studying listening and speaking intensive course at Qassim University, KSA. The study reports on engaging the sample of the study in awareness-raising and practicing suprasegmentals of the English language. For achieving the objectives of the study and raising the participants’ self-perceptions and efficacy in listening comprehension, and speech intelligibility a shadowing technique was implemented. The shadowing cycle is a comprehensive one built upon cognitive and technical norms. Results of the study showed a systematic pattern of participants and endorsement for native speakers, improvement in their perceptions of suprasegmentals, and listening comprehension as well. Furthermore, results revealed the participants’ familiarity with suprasegmentals and their ability to implement them in their oracy.</p>

omputer software has been widely used for teaching English language in flipped classrooms. The present study supplied a practical example of integrating Computer-Assisted language Learning (CALL) programs in English courses to flip the teaching process. The kind of CALL integration addressed in this study has allowed much more flexibility in delivering instruction to diverse groups of English learners or at best, to implement individualized instruction. Examples of modeling CALL programs in teaching listening, pronunciation, reading, writing, and vocabulary were implemented in this study. Sixty students (30 control group and 30 experimental group) studying at King Marriott Higher Institute for computer participated in this study. The control group studied through the regular non-flipped classroom while the experimental group studied through implementing CALL programs to flip the classroom. Following the Quasi experimental pre-post design the study was conducted during the first semester of the academic year 2016-2017. The results of the study showed that CALL programs in flipped classrooms have improved the students' language learning attitude and averaged examination scores to a statistically significant extent.

<p>The snappy and dependable utilization of Concordancers forwarded them for use in studies. Since Lexis start language learning, advocates have tried to utilize concordancing programs in English language teaching. Computer programs are utilized as a regular part of language teaching, yet they don't take much place in the instructing of Lexis. This study first point of interest is the utilization of concordancing programs and gives methods that can be managed in ELT and represents sample uses of concordancing programs in teaching Lexis after reviewing literature related to concordance in ELT. Thirty EFL students enrolled at the Uqlat Asoqour College of Science and Arts, Qassim University represented the sample of this study. Results showed that the students using an online concordance learning approach had a higher level of retention in terms of word meaning and word usage in comparison with those using the regular vocabulary learning method.</p>

Interpreting is taught to senior EFL learners in Saudi Faculties of Arts. Since it is a branch with a vast number of skills, the present study seeks to evaluate EFL learners’ interpreting skills. Forty graduate-level majors at Uqlat Asoqour Faculty of Arts, Qassim University were chosen randomly to sit for an interpreting test. A consecutive interpreting skills rubric was used to assess twelve interpreting skills over six points scale. Results of the statistical analysis showed variances among the subjects’ interpreting skills, with a need to tackle some of interpreting skills intensively in the translation and interpreting courses presented to EFL students in Faculties of Arts.

The present study investigated the impact of manipulating electronic reader programs for developing EFL senior learners' reading speed and loud reading skills. 20 EFL senior participants from King, Marriott Academy, Alex., Egypt represented the sample of the study. The treatment proved to be effective in developing reading speed and loud reading skills. Results show that students attended the post reading test expanded their reading speed on normal by 45 words per minute (WPM) and loud reading skills by 20%. The study proved that there is no statistically significant correlation between speed reading and reading comprehension.