This study aims at investigating students' perceptions of flipping EFL classes with the blackboard system. A course was designed to give students an opportunity to experience flipped learning context in developing their reading skills. 49-second year, English department students participated in the project during a complete academic semester consisting of 15 weeks at the university of Al-Jouf, KSA. A detailed questionnaire was prepared and used to enquire students' perceptions. Results of the study revealed that the majority of the participants were willing to use the flipped learning model with blackboard system. The participants provided mixed reasons for this willingness including getting marks, better learning, better communication with the instructor, and having fun. The results also indicated that the majority of participants perceived flipped learning with the blackboard system as a beneficial learning context. The most perceived benefits included improved pronunciation of new vocabulary, facilitating the acquisition of new vocabulary, preparing students for class work, increasing students' time practicing reading at home, reading silently more often, better communication with the instructor and submitting homework easily and quickly. The study also revealed that participants faced some problems when using blackboard in the flipped learning model. Most of these problems were technical and could be overcome with proper training on the use of the system itself. The study recommends the integration of flipped learning in EFL classes. The study also suggests further investigation of the topic with different courses especially theoretical courses taught to university students in English departments.

The aim of this research is to investigate the effect of using electronic dictionaries combined with student-created dictionaries on English major students' pronunciation and vocabulary usage. Students' perceptions of this learning experience are also examined. The study combines both quantitative and qualitative research methodologies. Tests for pronunciation and vocabulary usage were designed and administered to73 English major students at Jouf University, KSA. Two questionnaires were designed to investigate students' perceptions. Results of the study revealed that the usage of electronic and student-created dictionaries improved students' pronunciation as well as their vocabulary usage abilities. Results also revealed that participants are willing to use both electronic and student-created dictionaries in vocabulary learning. The most frequent perceived benefits of electronic dictionaries are the speed of accessing the meaning of new vocabulary and getting clear correct pronunciation of them. The most frequent perceived benefits of student-created dictionaries are long retention and internalization of new vocabulary. Participants face some difficulties when using electronic dictionaries such as the inability to find accurate meaning of some vocabulary items and some technical problems. Participants face some difficulties with their student-created dictionaries such as difficulty in constructing illustrative sentences and time-consumption. The study recommends the incorporation of electronic and student-created dictionaries in vocabulary learning.

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