The current article investigates tertiary level learners' satisfaction with a novel synchronous hybrid learning method (SHLM) that combines face-to-face and virtual teaching simultaneously using real-time audio and video technology to facilitate interaction between two groups. The originality of this approach stems from teaching two groups simultaneously (one group face-to-face and the other online) and rotating them consecutively in order to offer them 50% of the classes face-to-face and 50% virtually. This approach gave students equal learning opportunities by studying at home on specific days whilst not depriving them of face-to-face communication with their tutors, as well as establishing contact with their peers. We believe that this learning model has not been implemented in this fashion before and that the study has not been conducted elsewhere. For the most part, it was introduced as a solution to provide face-to-face teaching during the COVID-19 pandemic. This study aimed at examining learners' opinions, motivation, attention, and success in this new learning environment. The study employed a mixed methods approach that included a survey and semi-structured interviews to collect quantitative and qualitative data. The overall results revealed that learners were generally in favor of SHLM. Furthermore, it found that reducing the group sizes from 40 to 20 students had a positive impact on learner satisfaction. Students also highlighted that feeling safe, the use of technology, the teachers' attention during classes, sense of equality, and collaborative efforts between students contributed to their positive learning experience as a whole. Learners also indicated that their experience during classes with various digital tools such as Padlet, Google Jamboard, and Nearpod had a positive impact on their learning. However, the findings from some of the interviews revealed that there was a variation in opinion dependent on the students’ learning style, personality traits, and linguistic ability. Some beginner and intermediate learners pointed out that at times, their proficiency level hindered their understanding when alternating to online classes. The study alluded to the fact that the implemented learning approach is subject to modifications and may remain in place for an extended period in case the pandemic still poses a problem or in the event of a shortage of physical classrooms or faculty. This model can also be applied during emergency remote instruction in educational institutions that have a suitable infrastructure. Since this study only focused on the students’ perception of this hybrid approach, it is recommended that the teachers’ experience with the approach should be examined. It is also recommended that the teaching of the four English language skills should be examined through this model to find whether all the skills can be taught effectively.

This study explores the cross-cultural pragmatic features of apology speech acts generated by Arabic native speakers, English native speakers and advanced Saudi learners of English. The instrument employed for this study was a discourse completion task (DCT). The DCT included eight situations that elicited apologetic responses from 69 participants. Results revealed that Arabic native speakers and Saudi learners of English use apology strategies following a similar order of frequency that differs than English native speakers. Saudis frequently use oaths and use sarcasm instead of apology, or accompanied by apology, in their responses. Saudi learners of English are influenced by their Arabic culture, which leads to efficient communication at times while interfering with it at others.