This research aims at exploring the errors made by Arab Postgraduate Students at USM (Universiti Sains Malaysia) in Malaysia in the use of prepositions and adverb particles, as speakers of English as a second language (ESL) from a performance analysis perspective. More specifically, this study was an attempt to investigate the frequency, kind and any developmental tendencies of these errors. The results of this research revealed that Arab ESL speakers committed varied kinds of errors in the use of prepositions and adverb particles. The number of the errors in the use of prepositions and adverb particles were analyzed and conclusions were produced based on the nature of error. Analysis of the corpus revealed that errors made were, mainly, based on the function and replacement of the prepositions and adverb particles. This study is a qualitative study.

This survey investigated the interaction of e-learning settings through teaching English as a foreign language by native-English teachers. It examined the instructional virtual environment in teaching EFL at the University of Tabuk in Saudi Arabia during the COVID-19 crisis during the academic year 2019/2020. Sample consisted of 20 informants. Participants were selected randomly divided into two groups (experimental 10 and control 10). Experimental group used media tools such as blackboard, zoom, interactive board, the control group used the conventional method. Pre-and post-questionnaires were distributed to both groups after completing teaching units. Results showed that there are statistically significant differences at level (0, 05) for the means of achievement test for both groups in favor of the experimental group through the interactive board. The findings revealed that there are statistically significant differences at level (0, 05) in developing attitudes of teachers towards linguistic subjects due to the use of the interactive board. The research recommends that media; blackboard, zoom, and the interactive board should be activated in teaching all subjects not only the time of crisis but also in normal times since it has a positive effect on the achievement of teachers and increases their attitudes towards teaching EFL any time any place.

In a study carried out on EFL students’ translation skills, it was found that they commonly encounter problems related to concepts’ structural organization in the translated text. This research aimed to examine cohesion and coherence in argumentative writing by EFL students at the University of Tabuk for the academic year 2022/2023. The theoretical framework of the study is based on Halliday and Hasan's (1976) theory of coherence and cohesion shifts in translation. This qualitative study included 15 participants in their third-year EFL students from the Department of Languages and Translation at the University of Tabuk in Saudi Arabia. Participants were selected purposively. Argumentative written texts were the instrument used to collect data in this study. Results showed that students encountered cohesion and coherence problems in achieving written texts’ unity, particularly in assigning their concepts and implementing appropriate cohesive signals, punctuation, and spelling issues. Keywords: Argumentative writing; cohesion; coherence; EFL; writing

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The purpose of this paper is to examine the political function and inference of the World Cup 2022 in Qatar Lingua- Franca and language chants, a symbol of Arabs nationalism and unity. This has always been implied in negative concepts, but this research argues that such understanding misrepresents most football chants. The discourse involving football in World Cups’ interaction is frequently positive and integral. Language chants function as a lingua franca amongst football fans. This linguistic coding is however both inclusive and selective. Multilingual football fans/supporters such as Arabs may appreciate the resentful reputation of being nationalists and united as the situation may be, but the jeopardy of political uncertainty when all the language chants are not dealt with justly. The jeopardy of politicizing linguistic bias or disparity is high in multilingual sports arenas where one nation or language is viewed to dominate others. In the World Cup 2022 (in Qatar), Arabic and English are the official languages with equal positions. However, the strong institutionalization of linguistic stance has generated intricacies of superiority and inferiority among Arabs and others (English, French, Spanish, etc.) Arabs interacted in the fight between two language movements: Arabic-only movement performing as defensive nationalism and English-only performing as offensive Westernism. The two movements that involve the origins of nationalism and Westernism are in rivalry for endurance in sports arenas, and in attempting to do so, they recreate national and political identities grounded on language affinities. The research views that the use of lingua franca and language chants can be inferred as a symbol or linguistic umbrella for defensive nationalism and unity, which oblige political claims that may go as further as questioning the spirit of nationalism and unity.