Communication remains one of the ultimate objectives of learning any language. Speaking is one of the most basic language skills that should be well mastered by foreign language learners. It is considered one of the most complex aspects of language learning, especially for beginners. The use of pictures in language has been accredited to immense success and improvement in language learning. Therefore, this study aims at investigating the effectiveness of using "picture media" in improving the speaking skills of a group of 20 Indonesian, non-native Arabic speakers. In order to collect data, a combination of two methods was used namely, observation and a questionnaire designed for the purpose of examining the effectiveness of using pictures as a teaching aid. The findings of this study confirmed that picture media is an indispensable component in improving Arabic speaking skills immensely. The analysis revealed that the subjects of this study reported better results after pictures use.

The study carries out a detailed review of the overall impact of deploying the Blackboard online platform in the EFL teaching-learning process. In pursuing this aim, this study has followed the narrative literature approach, using analytical and comparative techniques as primary research methods. Numerous studies have been analysed thoroughly to conclude whether these technology-oriented tools directly affect the EFL teaching-learning process. The study also provides a definitive opinion regarding the usefulness of blackboard technology. The analysis of literature pointed out that EFL classes were positively influenced when Blackboard technology was utilised. Blackboard technology’s advantages in EFL were found to outnumber their disadvantages. However, technical challenges remain in integrating this technology successfully into modern classrooms. It should also be noted that while such technology-based teaching tools are a step in the right direction, they should not be considered as a perfect replacement for time-tested teacher-student classroom interactions that happen organically in classrooms. Additional preparation is also required from both teachers and students to make a meaningful contribution to such technology-oriented classes. Particularly, teachers need much training, encouragement, and support to move towards further advanced and collaborating pedagogies online.

One of the utmost difficult aspects of language learning is vocabulary. Vocabulary learning has been of prime importance for over two decades. A wide vocabulary is essential for effective and useful communication. Therefore, understanding the strategies that language learners use to learn vocabulary is a matter of great importance. This study was carried out on a group of 219 Saudi learners of English so as to determine two things: first, what their uttermost preferable vocabulary learning strategies are, and second, whether there are any notable statistical disparities in the deployment of such vocabulary that can be traced to the participant's gender. To these ends, a vocabulary learning strategies questionnaire devised by Schmitt (1997) and revised by Omaar (2016) that consisted of 42 items was utilized. The data from this questionnaire were analyzed with descriptive statistics, including standard deviations and means. Statistical analysis of the data collected showed high reliability (r-0.97, P<0.001). The findings pointed out that memory strategies were reported as most preferable by the subjects of study, subsequently determination, social, and metacognitive strategies. Cognitive strategies were reported to be the least preferable. The only statistically significant disparity due to gender was in the use of memory strategies, where P<0.05; no other statistically significant disparities were found based on gender in the other types of strategies. Based on these findings, a list of pedagogical implications was suggested and several recommendations for further research were put forward.

This study seeks to develop an effective observation tool to determine the prevalence of various academic learning difficulties among school students at the primary level in Sana'a City, Yemen. A measure comprising of 34 items has been processed by the EFA and CFA for contriving ALD's psychometric properties. The study sample comprised 714 students between 6 -14 years of age. The study's findings revealed that the observation tool under development could measure the prevalence of various academic learning difficulties to a great extent with accuracy. The learning difficulties were classified under five categories based on observation scores. The observed raw scores were standardised after taking the standard deviation from the sample's mean value into consideration. The study's findings suggested that the gender and grade of the subjects affected academic learning difficulties significantly. A brief discussion of the educational implications of these findings has also been presented.

One of the most critical areas where considerable attention is required in teaching a foreign language involves listening skills. Listening plays an essential role in both communication and learning, and it is one of the most crucial necessary language skills in the field of language learning. Recent studies in foreign language listening have extensively focused on the prevailing difficulties of listening. There has been little research on the cultural-background as a sociolinguistic dimension of listening. Therefore, this study set out to determine whether Saudi EFL students face particular difficulty in their listening comprehension, to identify possible reasons for the problems, and to find out whether the cultural-background affects the listening process. To achieve these objectives, a triangulation method was followed. A diagnostic test and a questionnaire were used on a group of 31 Saudi students of English and a reflective essay was carried out on eight EFL teachers. The findings suggest, first, that listening is the most challenging language skill and, second, that Saudi EFL students encounter substantial difficulty in the perception, parsing, and utilization phases of their listening comprehension for many reasons. The findings also suggest that the cultural background has a significant effect on their listening process. This study is expected to contribute markedly towards increasing the understanding of listening difficulties in language learning, and improving the teaching-learning process, by recommending effective remedies for addressing such challenges.