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The use of Learning Management Systems (LMSs) in Saudi universities has brought about significant changes in the academic environment. Therefore, the effectiveness of these systems deserves a careful examination. The current study investigates female students' perceptions on the accessibility, usability and effectiveness of using Blackboard (Bb) in a web-enhanced listening and speaking course at the University of Hail (UoH). The study was conducted during the first semester of the academic year 2015-16. Data were collected from 37 female students at the Department of English using an attitudinal questionnaire and Semi-structured interviews in order to validate the study and elicit elaborate responses regarding the benefits of Bb, the challenges the participants' faced and the suggestions they have for change and improvement. Statistical analysis of the data revealed that students generally had positive attitudes towards using Bb particularly because they found it helpful in improving their language skills and the student-instructor communication. Still, issues such as improving student-student communication and course design on Bb need further attention.

This descriptive-analytic study aimed at identifying the most significant impediments to teaching English literature from the perspective of male and female instructors at The University of Hail (UoH). The study was conducted during the first semester of the academic year 2015-16. A questionnaire was used to collect data from 10 female and 12 male instructors. Data analysis revealed that the instructors consider the students' level of language proficiency, the texts' linguistic and stylistic degree of difficulty as well as the degree of cultural (un)familiarity to be crucial issues which impact the productivity of the teaching -learning process. Narrowing the distance between students and the text by relating the themes and characters of the literary work to the students' personal experiences, on the one hand, and by making students read independently, on the other, were found to be the most important practices the participants followed in order to help students read, enjoy and comprehend literature.

This descriptive-analytic study aimed at identifying the most significant impediments to teaching English literature from the perspective of male and female instructors at The University of Hail (UoH). The study was conducted during the first semester of the academic year 2015-16. A questionnaire was used to collect data from 10 female and 12 male instructors. Data analysis revealed that the instructors consider the students' level of language proficiency, the texts' linguistic and stylistic degree of difficulty as well as the degree of cultural (un)familiarity to be crucial issues which impact the productivity of the teaching -learning process. Narrowing the distance between students and the text by relating the themes and characters of the literary work to the students' personal experiences, on the one hand, and by making students read independently, on the other, were found to be the most important practices the participants followed in order to help students read, enjoy and comprehend literature.

This study is of three-fold. The first provides a general overview of the history and importance of “Technical and Vocational Education and Train-ing” (TVET); the second compares TVET in The United Arab Emirates (UAE) and the United Kingdom (as a pioneer country in the field) in order to explore points of similarity and differences and to make recommendations for TVET im-provement in UAE; and the third analyses the relationship between teacher train-ing programmes, accessibility to technical resources, teachers’ technology inte-gration, and the mission and vision of technical and vocational institutes in UAE. Data were collected from 175 teachers and administrators of Technical Vocational Colleges (TVCs) in the UAE. To ensure a comprehensive exploration of the top-ic, three separate research models were developed and tested. All models were analysed using covariance-based structural equation modelling (SEM) through AMOS version 24. Results showed that there is a positive and significant rela-tionship between teachers’ technology integration, teacher training programmes and accessibility to technical resources/equipment, and the mission and vision of the technical and vocational institutes.