This study aims at investigating the effect of using Flipped Learning Model in teaching English language among female English majors in Majmaah University on their achievement in two different English courses and identifying their feelings and satisfaction about flipping their classes. The study used a pre-post test design and included two experimental groups (n=62). A comparison of students' scores in pre and post experimentation were carried to identify the effect of the model and size of improvement in students' achievement. An analysis of students' responses to an online questionnaire was conducted to reveal their feelings towards the flipped model. Results affirmed the hypotheses of the study and there was a significant higher improvement in students' scores in post-tests. Students also favored the flipped learning model and had positive feelings towards it.

This study aimed at investigating whether using some instructional scaffolding strategies would be effective in developing oral productive skills among female English majors in the college of education in Azulfi, Majmaah University. It also aimed to know the size of that effectiveness. The participants of the study were 62 and they were divided equally into two groups; the experimental one studied the course with the intervention of the instructional scaffolding strategies and the control group studied the same course without any intended focus on the instructional scaffolding.The study adopted the pre-post design; average scores of the participants were calculated using Ttest. The ratio of effectiveness was calculated using the Modified Black's Gain Ratio. Results were very promising as they revealed significant improvement in the mean scores of the experimental group in the oral test as T-test value was (5.41). The evidence indicated that using instructional scaffolding strategies was effective as the ratio of effectiveness was (1.06). Results highlighted the real value of instructional scaffolding while teaching oral skills in English class. It is highly recommended to integrate instructional scaffolding strategies as an inspirable element of English courses and to further investigate the processes that the teachers focus on while scaffolding.

Reading comprehension is a basic skill that influences the outcomes of language learning. The role played by using different cognitive organizers and collaboration as well in the improvement of reading comprehension of academic texts has been a subject of recent literature. Hence, this study employed the experimental 2 × 2 factorial design to identify the difference in effect of two types of outlines, student-constructed versus expert-constructed, on EFL learners’ reading comprehension across two modes of learning, collaborative and individual. Participants were 161 English majors from a reading intact English course at a Saudi university. They were randomly assigned into four treatment groups, two student-constructed and two expert-constructed outlines groups. After ensuring a homogenous level of the four groups in reading comprehension, the groups had the reading comprehension test on one mode of application; collaborative student-constructed, collaborative expert-constructed, individual student-constructed, and individual expert-constructed outlines. The findings revealed that there was a significant main effect among the four groups in reading comprehension scores favoring the student-constructed outlines groups. Besides that, the findings indicated that the collaborative student-constructed outlining is the most effective mode. The implications are discussed in terms of the efficacy of student-construction of outlines in a collaborative context and recommend its significance in supporting EFL learners’ reading comprehension of academic texts.

This study aimed at investigating whether using some instructional scaffolding strategies would be effective in developing oral productive skills among female English majors in the college of education in Azulfi, Majmaah University. It also aimed to know the size of that effectiveness. The participants of the study were 62 and they were divided equally into two groups; the experimental one studied the course with the intervention of the instructional scaffolding strategies and the control group studied the same course without any intended focus on the instructional scaffolding. The study adopted the pre-post design; average scores of the participants were calculated using T-test. The ratio of effectiveness was calculated using the Modified Black's Gain Ratio. Results were very promising as they revealed significant improvement in the mean scores of the experimental group in the oral test as T-test value was (5.41). The evidence indicated that using instructional scaffolding strategies was effective as the ratio of effectiveness was (1.06). Results highlighted the real value of instructional scaffolding while teaching oral skills in English class. It is highly recommended to integrate instructional scaffolding strategies as an inspirable element of English courses and to further investigate the processes that the teachers focus on while scaffolding.