This research addresses the gaps in the literature on m-learning approaches in Saudi Arabia, with a focus on English as a Foreign Language (EFL) students studying at university level. The research aimed to explore university students' use of social media applications and their role in language learning, with a focus on how mobile devices can best be utilised. It analysed the attitudes of 102 learners towards the use of social media to improve language learning both inside and outside the classroom setting. Students of both genders completed a questionnaire, and five students engaged in semi-structured interviews. The aim was to discover whether the students are currently using social media applications to enhance their language skills, and what the students' attitudes are towards the use of social media via mobile devices inside and outside the classroom. Prior to designing the research instruments, the literature was reviewed, including examining the attitudes of learners in different countries towards mobile technologies, and to decide on the best approach to take in examining attitudes towards new forms of learning. Based on the findings from the literature, appropriate questions were devised, and these reveal an overall positive response towards from the student participants towards using social media and mobile technologies to facilitate learning English. The results of this research are positive, and it is important that Saudi Arabia keeps up to date with advancements in technology to ensure the best learning experience for learners and maximise their potential. Introduction and backgroundIt has been claimed that traditional learning has been disappearing due to the vast changes resulting from technology, which has impacted dramatically on both education and society. Hence, socialising which previously occurred only in the classroom often now takes place in the virtual world. Communication is a unique aspect of social life and social media can facilitate and help to improve it. In Saudi Arabia, a country where English is spoken as a second language, there are many difficulties when it comes to imparting knowledge in English; this necessitates the need to be learning English from nursery school and continuing to the university level. However, learning English at the university level has also been impacted by many lifestyle changes that have come about from the influence of western cultures and digital convergence with local culture. Social media can act as a source for communication between tutors and students, making it suitable to be used by EFL pupils in order to augment their English knowledge. Social networking sites have brought about drastic changes and have revolutionised ways of communication and the exchange of information over the past few decades.

The aim of this study is to examine the attitudes of Saudi students of English towards proper pronunciation, and podcasts as a facilitator of proper pronunciation. It will discover the importance given to correct pronunciation, as well as gauging learners' attitudes towards the possibility of introducing podcasts as a new language input tool for facilitating improvements in pronunciation. To achieve this, the previous literature in this area is reviewed, followed by presenting the results and analysing the data from an attitudinal questionnaire distributed amongst 23 Level 3 Saudi EFL learners from the department of English at Imam University. The questionnaire is divided into two parts-one concerning proper pronunciation, and the other podcasts. The data analysis shows that the participants, in spite of the low rate of improvement in their pronunciation, have positive attitudes towards the proper pronunciation of English. This outcome is compatible with previous studies` results, which assert that having a positive attitude towards a particular language and its speakers can improve pronunciation. The students were presented with a total of five podcasts related to their speaking and listening textbook for use over an eight week period, and at the end of this time they were requested to complete the questionnaire. The findings support the usefulness of examining learners` attitudes towards new Computer Assisted Language Learning (CALL) applications before using them in a practical way. The results show a high rate of acceptance of podcasts and that, overall, the students have positive attitudes towards them.

This research addresses the gaps in the literature on m-learning approaches in Saudi Arabia, with a focus on English as a Foreign Language (EFL) students studying at university level. The research aimed to explore university students' use of social media applications and their role in language learning, with a focus on how mobile devices can best be utilised. It analysed the attitudes of 102 learners towards the use of social media to improve language learning both inside and outside the classroom setting. Students of both genders completed a questionnaire, and five students engaged in semi-structured interviews. The aim was to discover whether the students are currently using social media applications to enhance their language skills, and what the students' attitudes are towards the use of social media via mobile devices inside and outside the classroom. Prior to designing the research instruments, the literature was reviewed, including examining the attitudes of learners in different countries towards mobile technologies, and to decide on the best approach to take in examining attitudes towards new forms of learning. Based on the findings from the literature, appropriate questions were devised, and these reveal an overall positive response towards from the student participants towards using social media and mobile technologies to facilitate learning English. The results of this research are positive, and it is important that Saudi Arabia keeps up to date with advancements in technology to ensure the best learning experience for learners and maximise their potential. Introduction and backgroundIt has been claimed that traditional learning has been disappearing due to the vast changes resulting from technology, which has impacted dramatically on both education and society. Hence, socialising which previously occurred only in the classroom often now takes place in the virtual world. Communication is a unique aspect of social life and social media can facilitate and help to improve it. In Saudi Arabia, a country where English is spoken as a second language, there are many difficulties when it comes to imparting knowledge in English; this necessitates the need to be learning English from nursery school and continuing to the university level. However, learning English at the university level has also been impacted by many lifestyle changes that have come about from the influence of western cultures and digital convergence with local culture. Social media can act as a source for communication between tutors and students, making it suitable to be used by EFL pupils in order to augment their English knowledge. Social networking sites have brought about drastic changes and have revolutionised ways of communication and the exchange of information over the past few decades.

The introduction of technologies such as E-learning, Learning Management System (LMS), Twitter, Facebook etc. into teaching and learning practices can make the education environment more attractive and active. However, there are some impediments, both external and internal, that influence the use of this technology. As a result, this study attempts to review and analyse studies that have investigated the important internal and external obstacles to faculty members’ use of technology in Saudi education. This study is a systematic analysis review of the relevant literature published between 2009 and 2019. The methodology adopted was the searching of databases. Many databases were searched in order to find the largest number possible of resources and references. Following the criteria established for collecting this data, 16 studies were finally included in the review. The results indicate that a lack of interests and knowledge, and attitudes are the most common internal elements that affect instructors’ use of technology in the Saudi education context, whereas lack of training and time were mentioned as the most common elements that affect instructors use of technology in Saudi education by previous research. This paper discusses the review findings and makes some recommendations.

2020). Studies employing the unified theory of acceptance and use of technology (UTAUT) as a guideline for the research: Literature review of the Saudi context. AbstractTheoretical framework models are widely employed by researchers because these models are able to provide an in-depth understanding of the phenomena under investigation. The models most commonly adopted by researchers in the field of e-learning are the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT). This paper presents a review of studies that have included the UTAUT framework as a guideline for the research. More specifically, this paper concentrates on research that has been conducted in Saudi Arabia. The results of this review indicate that according to the review and an analysis of previous studies, facilitating conditions, performance expectancy and effort expectancy have positive effects on users' intentions to integrate and adopt E-Learning technologies. Finally, this paper presents and highlights area for future work.perceptions of the use of new technologies such as Google Classroom in the education environment. This could be done through a questionnaire based on the UTAUT framework.