This study explores the attitudes of EFL teachers towards using learners' first language (L1) in their classes. It also considers the frequency and functions of using L1 in EFL classes. A mixedmethods study using questionnaires and follow-up interviews was conducted to collect data from EFL teachers of the preparatory year at a state university in Saudi Arabia. Questionnaires were collected from 104 EFL teachers from countries such as the USA, India, and Pakistan. In addition, semi-structured interviews were carried out with five teachers to gain an in-depth understanding of their attitudes towards using L1 in EFL classes. The findings provide insight into teachers' attitudes towards the use of L1. They also show that the EFL teachers use L1 to some extent to serve certain pedagogical functions, such as explaining vocabulary.

Motivation plays a significant role in the L2 learning process, leading many researchers to investigate strategies which can generate and maintain students' motivation in English as a foreign language (EFL) classrooms. However, little research has investigated the perceptions of both EFL teachers and students in the same context. This paper reports an investigation of EFL teacher and student perceptions of motivational strategies in the Saudi Arabian EFL context, aiming to explore potential mismatches. A mixed methods approach was used to collect quantitative and qualitative data in the context of three women's universities. Results indicate the teachers' role in motivating students in EFL classrooms is appreciated by both teachers and students. However, there is a discrepancy in their beliefs about how students should be motivated. Teachers believe strongly that students are mainly motivated by strategies which help achieve academic outcomes. Students, in contrast, appear more motivated by strategies; which relate to actual learning process and promote social aspects of learning, such as participation and interaction. A key implication is that teachers within this context should be encouraged to develop a more balanced view about L2 motivation and motivational strategies, focussing on both academic and social outcomes along with actual learning process.

This study interviewed nine English as a foreign language (EFL) teachers and seven EFL observers to explore their perceptions towards classroom observation. Results showed nine main themes relating to two categories of classroom observation and post-observation feedback. The findings highlight the significance of both classroom observation and post-observation feedback as a positive influence on teaching practices. Teaching experience appears to be a key factor that influence participants' views about classroom observation and post-observation feedback. In addition, the results reflect some limitations of classroom observation as a possible source of teachers' negative emotions and the fact that it does not necessarily reflect everyday teaching practice. A comprehensive training programme for observers could enhance observers' skills and contribute to enhancing the quality of observations, which will lead to a better experience for teachers.

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