This study has described and identified the opinions and experiences of the EFL learners who participated in CL English lessons. The participants in this study were 10 tenth-grade male students, aged 14-15 years in four boys’ secondary schools in Al-Baha city. Two English teachers were asked to implement cooperative learning in their classrooms for 12 weeks. The researcher interviewed ten randomly selected students from the cooperative learning classes at the end of the study.The results and findings of this study showed that most students found that CL enabled them to improve their English skills, make new relationships with others classmates, perform different roles, improve their oral presentation skills, build their self confidence, take on responsibility, respect different opinions and offer their different views, increase their motivation, and develop their friendships with their classmates.However, there were few drawbacks and obstacles to using the CL method. These included: low achiever EFL learners depending on high achiever learners, classmates not giving group members a chance to state their opinions, and poor group member distribution and supervision by the teacher. In the following chapter, the researcher presents a general discussion of the results in this study.

Seeking to identify the impact of mobile language learning (WhatsApp) on the achievements of EFL learners, a quasi-experimental design study was applied at Al-Baha University in Saudi Arabia. This study examines the impact of mobile language learning in enhancing EFL students’ English skills ability when learning English as a foreign language context. Particularly, the study intends to investigate the impact of mobile language learning (WhatsApp) in comparison to traditional learning in learning English skills on the achievement of EFL learners. Thus, the participants in this study included 48 male learners, aged 18–22 years, preparatory year at Al-Baha University. The results highlighted that there are significant differences between the mean scores of the EFL learners who were taught English in the Mobile language learning (WhatsApp), and those who were taught English by using the traditional learning (the control group) in the post-test. This difference was in favour of the experimental group. However, the findings revealed that are not statistically significant differences between the EFL learners in the experimental classes and the students in the control groups in their English achievement test score at the pre-test. Furthermore, the results of this research revealed that most EFL learners claimed that they were enthusiastic to join English lessons through WhatsApp groups and expressed the belief that working in a WhatsApp group can boost their motivation and their academic results. Also, most EFL learners highlighted that using mobile language learning method (WhatsApp) enabled them to increase their social skills, confidence, while helping them to create positive relationships with their colleagues and the teacher. However, there were some obstacles and barriers to join WhatsApp learning groups, such as lack of access to the internet and lack of tendency to share and participate in the WhatsApp group.

This article has identified the opinions, perceptions، obstacles and experiences of the EFL pre-service English teacher who participated in a training program in EFL context. In this study, only qualitative data was gathered. The participants in this study were 7 pre-service English teachers aged 23-28 years, from seven boys' schools in Al-Baha city in Saudi Arabia. The researcher interviewed them at the end of the semester of the training program. The findings of this study were that some EFL pre-service English teachers felt that the training program enabled them to increase their confidence and social skills, enabling them to gain more experiences.However, there were many disadvantages, barriers and obstacles to practicing pre-service teaching in the training program. These included: some EFL students were naughty and they caused problems in the classroom, the EFL students' English level was very weak such that they could not communicate in the language and even they also could not understand the teacher's instructions. Being in the training program, and studying at the college at the same time was very challenging for the pre-service English teachers. Also, some their main teachers were not willing to guide them. They were also often shy and embarrassed before the students. There were claims that the preparation book was difficult for most pre-service teachers to prepare. Most complained that they lacked the resources they required to prepare for their lessons.

No abstract

To identify the impact of playing games on the achievements of EFL learners, a quasi-experimental design study was applied for 4 weeks at an elementary school in Saudi Arabia. This study examines the impact of playing games in enhancing EFL students’ English skills ability in learning English as a foreign language context. In particular, this study purposes to investigate the impact of playing games in comparison to traditional learning in learning English skills on the achievement of EFL learners and their behavioral states during playing games. The participants in this study were 52 male pupils, aged 12-15 years, level six at an elementary government school in Al-Baha City. According to the results from the post-test obtained they highlight statistical variances between the average scores from the EFL learners who were taught English within the learning method of playing games and the control group taught English using traditional learning methods. The variances favored the experimental group nevertheless the findings in the pre-test score suggested there were no statistical variances amid the EFL learners in the first group and those in the other groups in the achievement of English.Furthermore, the observation findings indicate that the EFL learners in the experimental conditions displayed more playing together behavior states and less playing individually on-task behavior states, non-playing together behavior, and off-task behavior than their classmates in the control condition.