This study examines the effect of integrating mobile-game based language learning applications (MGBLLAs) on Saudi female English as a Foreign Language (EFL) students' motivation to learn English. It explores the perceptions of students regarding the pedagogical value of the following free MGBLLAs: Game books: Great Reader, Game to learn English -EnglishTracker, and Learn English Vocabulary Pop Quiz. A group of thirty Saudi female beginner level students, aged from 18-20 years old and enrolled for their foundation year at King Abdulaziz University (KAU) participated in the study. The study was carried out over a seven week period. Data were collected using two questionnaires. A pre-MGBLLAs integration questionnaire was modified to determine students' motivations for learning English. A post-MGBLLAs integration questionnaire designed by the author was also issued. It was utilized to explore the perceptions of students regarding the use of the three mobile game-based language learning apps, and to discover any impact on learner motivation. The results of the pre-MGBLLAs integration revealed that the EFL students were motivated to learn English. However, their motivation was high instrumental motivation, because it is taught as a compulsory course in their foundation year and they must achieve high scores to be able to start studying their preferred major. Significantly, the findings of the post-MGBLLAs integration questionnaire revealed that students perceived the three apps as beneficial for learning and improving motivation. These results contribute to the literature regarding mobile game based learning, and EFL students' motivation.

<p><em>This study focuses on exploring the benefits perceived by Saudi English as a Foreign Language (EFL) students of integrating Information and Communication Technology (ICT) into English learning and teaching. It also aims to determine their use of ICT and their attitudes to its use in learning and teaching. Data were collected through a questionnaire survey from 120 female preparatory year students studying at an English Language Institute (ELI) at a University in Saudi Arabia. The quantitative data obtained were analysed through statistical descriptive analysis. The findings of the study reveal positive attitudes among students on the use of ICT in English learning and teaching. The majority of the students used ICT to access English learning resources to learn English. Students also perceived ICT as a useful tool that could be used to access authentic materials. In addition, students strongly agreed that ICT can improve their English learning and helps increase learning autonomy. The findings of the study were discussed and compared with the findings of related literature. This study provides valuable insights on how students perceive ICT as a tool of learning and teaching that can help provide a better English learning experience. Moreover, this study contributes to the research area of ICT use in EFL learning in the Arab higher education context. </em></p>

This study examines the preferences and perceptions of Saudi EFL learners concerning the use of Corrective Feedback (CF) during speaking activities. The participants consisted of sixty EFL pre-intermediate female learners in their preparatory year at the English Language Institute (ELI) in King Abdulaziz University in Saudi Arabia. The study utilized both quantitative and qualitative approaches, including a questionnaire to establish learners’ CF preferences when it came to the correction of errors during speaking activities, followed by interviews with ten learners to establish additional information on, and the reasons for, these preferences. The findings revealed that the students held a positive attitude to CF during speaking activities, strongly agreeing that their teachers’ CF could improve their speaking skills. The study also found that students preferred CF to be immediate and to be given by their teachers, who they considered the most qualified to provide such feedback. In addition, the majority of respondents favored receiving CF on their oral grammatical errors. This study provides beneficial information concerning students’ preferences towards the use of CF during speaking activities. This has the potential to contribute to EFL classroom practice, enabling teachers to reevaluate their instruction, particularly in relation to speaking skills, in order to improve speaking proficiency. Moreover, these results contribute to the literature focusing on EFL learners’ preferences when it comes to the use of the CF in English speaking classes in Saudi Arabia.

Mastering vocabulary can be a challenge as a great deal of information is delivered in intensive English courses. This study investigates the effects of mobile games on EFL students’ vocabulary acquisition via the “Quizizz” application. A total of 56 female foundation year students from a Saudi Arabian university participated in this study. The purpose of the study was to explore the students’ attitudes, cognitive load and motivation concerning vocabulary acquisition. The study employed a mixed-methods approach. Two groups underwent a pretest and posttest to compare mobile game-based learning to traditional teaching methods. To examine the effect of this strategy on EFL students’ perceptions, both the control and experimental groups answered an online questionnaire. In a semi-structured interview, 10 participants from the experimental group expressed their perceptions towards mobile game-based learning. The study’s findings demonstrated that the experimental group outperformed the control group in the posttest results. It is noteworthy that although learners of the control group practiced vocabulary via the conventional teaching method, they showed a high level of agreement towards implementing digital gaming for vocabulary learning, similar to the experimental group. Furthermore, the experimental group expressed their acceptance of this strategy as an effective way of facilitating, retaining, and alleviating cognitive load during vocabulary learning. EFL teachers are, therefore, recommended to integrate mobile game-based learning into their vocabulary lessons.

This study examines the benefits of using the mobile application Learn English Grammar for English as a Foreign Language (EFL) with students attending King Abdul Aziz University in Saudi Arabia. The participants consisted of fifty-two female pre-intermediate level students in the foundation year program, with twenty-seven assigned to the experimental group and twenty-five forming the control. Both groups undertook a pre-test to ensure an equal level of skill and a post-test to establish any statistically significant differences in their grammatical attainment. The findings revealed a significant difference at p=0.006 in favor of the experimental group. The students completed a questionnaire, which revealed a positive attitude towards the application, while the teacher’s reflective notes indicated that it created an exciting and motivating learning environment. This study contributes to the area of mobile learning in EFL classrooms by highlighting the importance of mobile applications for both improving the classroom environment and facilitating students’ language acquisition.