Considering the manner in which technology is proliferating in all spheres of life, it is becoming pivotal to use Information and Communication Technology (ICT) in teaching and learning process, in today’s information age classrooms, by implementing digital learning tools. The purpose of this study is to determine the consequences of technological implementation on students’ academic achievements, in higher education. A mixed method, qualitative and quantitative, was used to collect data. A total of 40 students studying the course entitled English for Business in Department of English Language & Literature, College of Arts, during the academic year 2017-18 at University of Bahrain participated in this study. The findings obtained from the quantitative evaluation and qualitative dimensions of the study revealed that the course educators and students had a positive attitude towards the use of educational technologies as it impacted students’ performances positively.

This paper delineates the process of constructively aligning course intended learning outcomes, teaching learning activities, and assessment tasks to boost students' accomplishments of intended learning outcomes. It, also highlights, how the usage of two teaching tools, well-regarded by educators, emerged propitious in analyzing students' progression in learning and in augmenting their academic skills. Biggs' model of constructive alignment, Biggs' SOLO taxonomy and Bloom's taxonomy of educational objectives were used for this purpose. Four factors emerged pivotal for efficacy and effectiveness of the process -creating positive learning environments, linking academic content to real life situations, selecting appropriate teaching learning activities and developing learning outcomes that are measurable and attainable, to facilitate the teaching and learning processes.

This study aims to delineate the significance of using student centered instructional approaches for enhancing learners’ competency in vocabulary learning, in higher education. The working group for this study comprised of 26 students studying the Foundation Year Program in the English Language Centre at University of Bahrain during the academic year 2018-2019. Student Centered “instructions designed according to the model consisting of nine steps of instructional events based on the Condition of Learning theory by Robert. M. Gagné” was used for this purpose. Gagne's model of instructional design provides valuable guidelines to organize lessons as a systematic instructional design process. It focuses on the instructional learning outcomes and how to organize specific instructional events to facilitate effective learning experiences in order to accomplish the intended learning objectives. Applying Gagne's nine stages of learning administers a systematic learning program as it presents a structured framework for lesson planning and a holistic view to the teaching learning process. Prior to using this series of nine levels of learning, students were given a pretest, in order to understand the stratum of active and passive vocabulary they utilize in language learning. At the end of the study, students were evaluated by a post test. The results demonstrated that learner centered instructional approach was successful in augmenting learners ’retention and transfer of productive and receptive vocabulary knowledge in language learning therefore, such learner centred instructional approaches are cogent for paving higher educational academic accomplishments and promoting learner autonomy.

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