The interrelation between language and culture has shaped language teacher methodologies for the past decades. Learning a new language can mean learning a new identity and can influence learners' own identities. The aim of this study is to explore the impact of using L2 graded reading stories in a language classroom to promote intercultural competence among undergraduate Emirati female English language learners. Based on Byram's model of Intercultural Communication, students' competences of knowledge, skills, and attitudes were measured. Quantitative and qualitative data revealed that when attitudes, knowledge and skills are integrated into English Language Learning (ELL), students may show interest in understanding other cultures and accepting cultural diversity. Being exposed to foreign cultures in ELL course material had minimal effect on student identity even when there was explicit focus on culture. There was no evidence of student Emirati identities being destabilized due to ELL courses.

This research study investigated the effects of digital feedback on EFL students’ writings in ubiquitous learning. Feedback on students’ writings, especially at university level, must be constructive to enhance their overall academic writing skills and requires purposeful planning. . In this study, teachers created digital screen-recorded feedback to deliver individualized oral feedback to the students. Findings of this study explore the impact of digital feedback on improving the quality of academic writing for EFL undergraduate female learners. Data collected showed that using digital feedback created a positive and active learning environment and promoted learner autonomy. This digital platform also allowed learning to be continuous and ubiquitous. The results present several practical pedagogical implications and suggestions for future research.

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