This study aims at examining the effectiveness of motivational strategies in promoting the reading performance of Saudi female students learning English as a foreign language (EFL). The quasi-experimental pretest-posttest control group design was employed. Two university EFL classes were randomly selected. One class, the experimental group, was taught reading through motivational strategies. Another class, the control group, had regular reading instruction. Results showed that the experimental group outperformed the control group on the post-test in overall reading performance as well as in each reading skill after the implementation of the teaching strategy based on motivational strategies. It can be concluded that motivation is vital in learning EFL reading comprehension through making students positive and enthusiastic in their classrooms. Teaching motivational strategies should have its place in Saudi EFL reading classes. EFL teachers should devote sufficient time and make their efforts to exploit these strategies with their different types.

This study identifies the benefits, difficulties, challenges, and prospects of using Moodle in writing classrooms among Saudi EFL tertiary students at Shaqra University. A sample of EFL instructors and students responded to a questionnaire of 29 five-point Likert Scale statements and 4 open-ended questions. The instructors and students viewed Moodle as an empowering tool in online writing. Moodle provided the students with feasible, accessible, and timely peer/group feedback. It created a flexible, comfortable, and student-centered learning atmosphere where the instructors and students were active in the online classroom. It also ensured interactive, smooth, and instant e-collaboration in online writing. Technical problems and Internet disconnection were the main obstacles hindering the students from sufficient interaction with their instructors and other students.