Adopting a mixed-method design, the current study attempted to specify the relationships among four affective factors (i.e., motivation, attitudes, self-confidence, and anxiety) involved in learning English as a Foreign Language (EFL). Seventy-three students – from Administration and Humanities College, Mustaqbal University and Jubail University College, KSA – responded to a questionnaire of two parts: Part I and Part II, which yielded quantitative data. Qualitative data were generated through the analysis of Part I results to prove that there was no relationship between Saudi students’ EFL proficiency and their awareness of the affective factors involved in learning it. Findings of Part II confirmed the interrelatedness among the four affective factors in the learning process in general, except for self-confidence did not significantly correlate with anxiety; the former got the highest mean (48.79) while the latter got the lowest (34.93). Calculating Standard Multiple Regression for the four affective factors, the study concluded giving four arithmetic equations of the predictive relationships among these factors. In the Saudi setting, the current study confirmed that anxiety does not affect learners with high motivation and good attitudes to a great extent. Besides, it does not affect self-confident learners at all.

Internationalization of higher education appeared as a counterattack to mitigate the impact of globalization on education. In a sense, it has entered higher education as a means for ensuring that graduates are a competitive workforce worldwide. Meanwhile, TEFL has been emphasized as the medium of instruction. The current paper investigated the roles of EFL teachers could perform at schools to prepare their students before joining internationalized higher education whether at home or abroad.  Adopting a descriptive design, a quantitative data-gathering instrument, an opinionnaire, was designed to determine if EFL teachers in the Arab countries undertake their roles required for education quality assurance. The Arab EFL teachers were intentionally chosen as a community for this research due to possible curriculum-embedment of ideologies different from their national values.  86 EFL teachers from most of the Arab countries responded to the opinionnaire. Qualitative data were generated through analysis and interpretation of the numerical data of this opinionnaire to find out the extent to which those EFL teachers were aware of the internationalization process, and the challenges they face.

the Microsoft Teams App for teaching all courses in virtual classrooms. However, reading as a receptive skill, was difficult to teach remotely because it was not so interactive for a teacher to know whether the students have performed the assigned tasks or not. Therefore, there was a need to search for a strategy that could be integrated while using technology to help EFL students improve their reading comprehension. This strategy was think-aloud strategy which could potentially make use of participants' mental data while interpreting and responding to a text. During reading, this strategy is capable of making the mental processing covert showing direct evidence of internal reading processes. A quasi-experimental design with an experimental group and a control group was used to determine the effectiveness of this think-aloud strategy in improving the reading comprehension of 72 EFL female students majoring in English, Business, and Law. Moreover, the study also explored the instructors' and the students' perceptions towards this strategy. Results indicated that all participants viewed the think-aloud strategy very positively. The study recommends adopting a highly customized think-aloud strategy to facilitate readers' comprehension.Contribution/Originality: This study is one of very few studies which used the think-aloud strategy to improve reading comprehension of printed texts -non-digital literacy -remotely in an emergency; without advance preparation for many obstacles such as infrastructure problems, lack of training, and weak technical support.

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