This study investigated Saudi English as a Foreign Language (EFL) Learners' attitudes toward Computer-Assisted Language Learning (CALL) at the Institute of Public Administration (IPA) in Saudi Arabia. Five research questions were developed: (1) What are the Saudi EFL learners' general attitudes toward CALL at the IPA? (2) What are Saudi EFL learners' attitudes toward the CALL software used at the IPA? (3) What are the differences between IPA Saudi EFL learners' attitudes toward CALL based on their years of English learning? (4) What are the differences between IPA Saudi EFL learners' attitudes toward CALL based on their current computer knowledge? (5) What are the differences between IPA Saudi EFL learners' attitudes toward CALL based on their gender? The research questionnaire was administered to a total of 578 participants, including students from several levels of English language proficiency, major areas of study, and three distinct locations. Statistical methods including standard deviation, mean, regression analysis, and t-test were used to analyze data. The findings indicated that the Saudi EFL learners' attitudes toward CALL and the software were positive. The results of the regression analysis showed that computer knowledge and gender served as the best predictors of learners' attitudes toward CALL. The t-test findings showed that Saudi female EFL learners had more positive attitudes toward CALL than their male counterparts. The findings of this study will help to improve the use of CALL at the IPA and other college-level institutions in Saudi Arabia.

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An understanding of kinematics is predicated upon the ability to understand preliminary notions of movement and speed. This study investigated the order of acquisition of intuitive notions of qualitative speed. The results indicated that an array of prerequisite, equivalent, and independent relationships existed among the tasks administered. The levels of difficulty implied within the hierarchy formed confirmed the evolution of reasoning for notions of qualitative speed found by Piaget. The findings also indicated that the concepts investigated were interrelated and separable into distinct categories based upon spatial and temporal aspects of the motion. The alignment or nonalignment of objects, either spatially or temporally, provide an indication of the difficulty of the task presented and explain the order of acquisition of notions of qualitative speed. 0

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