The study highlights English a Foreign Language (EFL) learners' perceptions about integrating Blended Learning (BL) to facilitate them completing their foundation year English courses at a Saudi university. The focus of the study was to investigate "the EFL learners' perception about integrating blended learning in their English Language Teaching (ELT) process". For this purpose, a survey was constructed in three subsections investigating the learners' viewpoints about BL as a platform: a) to improve learners' interaction, b) to increase their interests, and c) to provide autonomous learning. A mixed approach was adopted for the study to be conducted in one of the largest universities in Saudi Arabia. The participants (n=120) taken as sample were studying intensive English courses at four different levels as per the Common European Framework of Reference (CEFR) during their first year at university. The data was collected by using the designed survey consisting sixteen closed and an open-ended question to investigate the learners' perceptions in depth. The results indicate an overall positive attitude of the learners towards BL integration. ANOVA analysis of the variables shows insignificant effect of the 'level of computer proficiency' and the 'level of learners' language skills' on their perceptions. The results conclude that the learners' perceptions are found in favour of BL. Thus, it is recommended to integrate BL to increase the learners' interest, interaction, and autonomy.

Metacognitive knowledge, knowledge about knowledge, was found to have a positive effect on learners’ performance, self-regulation, and academic success (Hartman, 2001; Wenden, 2001 & McCormick, 2013). However, little research has been done about the use of metacognitive knowledge and strategies applied in EFL writing in a Saudi context. The present study investigated the university learners’ metacognitive abilities in relation to writing including other variables like learners’ educational background and years of studying English. The study examined the correlation between the learners’ metacognitive abilities and their writing performance affected by their metacognitive knowledge and its regulation. Data were collected using a modified version of the Metacognitive Components of Planning Writing Self-inventory developed by Escorcia and Gimenes (2020) to analyze the learners’ metacognitive writing strategies. The survey consisted of three factors, metacognitive conditional knowledge, covert self-regulation, and environmental self- regulation. Participants were 190 female learners, first-year students studying English in a comprehensive program including writing at the University of Jeddah. Learners were asked to complete the survey adapted by the end of their course. The level of metacognition was checked for its effect on learners’ writing through Linear Regression. Findings indicate a positive significant correlation between the learners’ metacognitive conditional knowledge and writing performance. Also, a significant impact was predicted on learners’ writing performance. However, findings also specify a negative correlation between environmental self-regulation and learners’ writing performance. Additionally, the ‘years of studying English’ highly correlate with the learners’ metacognitive abilities, unlike learners’ educational background.

The study highlights English a Foreign Language (EFL) learners' perceptions about integrating Blended Learning (BL) to facilitate them completing their foundation year English courses at a Saudi university. The focus of the study was to investigate "the EFL learners' perception about integrating blended learning in their English Language Teaching (ELT) process". For this purpose, a survey was constructed in three subsections investigating the learners' viewpoints about BL as a platform: a) to improve learners' interaction, b) to increase their interests, and c) to provide autonomous learning. A mixed approach was adopted for the study to be conducted in one of the largest universities in Saudi Arabia. The participants (n=120) taken as sample were studying intensive English courses at four different levels as per the Common European Framework of Reference (CEFR) during their first year at university. The data was collected by using the designed survey consisting sixteen closed and an open-ended question to investigate the learners' perceptions in depth. The results indicate an overall positive attitude of the learners towards BL integration. ANOVA analysis of the variables shows insignificant effect of the 'level of computer proficiency' and the 'level of learners' language skills' on their perceptions. The results conclude that the learners' perceptions are found in favour of BL. Thus, it is recommended to integrate BL to increase the learners' interest, interaction, and autonomy.

The present study investigates the effect of implementing some Generative Learning Model (GLM) strategies in teaching English as a foreign language (EFL) to foundation year students at King Abdulaziz University (KAU). A total of 120 female students studying English at the English Language Institute (ELI) at KAU preparatory year participated in this study. Participants were divided into two groups, a controlled group and an experimental group. Each group consists of 60 students selected randomly. All students were of the same level at the foundation year according to the institute's placement test. A reading comprehension pre-test was conducted for the two groups to assure similarities. The test consists of two parts, multiple choice questions (MCQs) and Generative Learning Model question (GLMQs). Generative Learning Model strategies were implemented in class using reading texts that are part of the institute's curriculum. Students were trained to use some GLM strategies including paraphrasing, generating titles, generating questions, drawing mind-maps and images. Four weeks later, a post-test took place for the experimental as well as for the controlled group. Results indicate a significant improvement in students' performance as far as the GLMQs were considered. Moreover, a positive attitude was strongly reflected in students' behavior inside the classroom. In addition, students were asked to reflect on the technique used. Positive feedback was strongly evident in their writings. The method adopted turned the class into an entirely student-centered class. Dealing with challenging reading texts turned to be an exciting experience for both the learners and the teacher.

The study highlights English a Foreign Language (EFL) learners' perceptions about integrating Blended Learning (BL) to facilitate them completing their foundation year English courses at a Saudi university. The focus of the study was to investigate "the EFL learners' perception about integrating blended learning in their English Language Teaching (ELT) process". For this purpose, a survey was constructed in three subsections investigating the learners' viewpoints about BL as a platform: a) to improve learners' interaction, b) to increase their interests, and c) to provide autonomous learning. A mixed approach was adopted for the study to be conducted in one of the largest universities in Saudi Arabia. The participants (n=120) taken as sample were studying intensive English courses at four different levels as per the Common European Framework of Reference (CEFR) during their first year at university. The data was collected by using the designed survey consisting sixteen closed and an open-ended question to investigate the learners' perceptions in depth. The results indicate an overall positive attitude of the learners towards BL integration. ANOVA analysis of the variables shows insignificant effect of the 'level of computer proficiency' and the 'level of learners' language skills' on their perceptions. The results conclude that the learners' perceptions are found in favour of BL. Thus, it is recommended to integrate BL to increase the learners' interest, interaction, and autonomy.