Adopting technologies in English language teaching, particularly in the field of assessment provides varied facilities for students' learning that are not possible with other traditional activities. Learning management system (LMS) is not a pedagogical approach or a method that has certain rules that have taken place inside or outside the class. It is a method for delivering course components. It ensures that students become active participants and self-paced learners compared with in the traditional classroom. The purpose of this paper is to investigate the effectiveness of adopting learning management system tools to enhance formative assessment in teaching English. The sample of the study was 72 students involved in three courses in English language Department, Qassim Private Colleges. This sample represented both of the experimental group, who were evaluated through the LMS during the second term, and controlled group. The result of the study was divided into two types; quantitative analyses that based on comparing both of the final exam results in both groups and qualitative analysis that based on experimental group interviews. It showed that the experimental group yielded better results than the controlled group in their posttest.

The present study was an attempt to determine the effectiveness of designing a program based on short stories to develop students' legal vocabulary. Participants were 100-second year college students, law department from a private university in Saudi Arabia. The experimental group (N=50) used short stories technique to develop their vocabulary acquisition; whereas the control group (N=50) was taught their vocabulary through their prescribed book. The pre-post test comprised three parts, the first part included reading a short story with ten questions related to this passage, the second comprised vocabulary questions and finally translation questions that included a list of words to be translated into Arabic and vice versa. Results of the t. test analysis revealed that the short stories techniques yielded significant effects on students' vocabulary acquisition, i.e. the experimental group outperformed the control group.

This study attempted to investigate the question techniques used by teachers in EFL classroom for the university students. The sample of the study included ten teachers and thirty students at Mustaqbal University. This is a qualitative study based on descriptive analysis of the questions asked by teachers and its effect on students' performance. The data were collected through observation list for questions asked by the teachers and students' interviews. The teachers' questions were analyzed and categorized according to Bloom's taxonomy into low-level and high-level questions. Interviews were conducted before analyzing observation list to check their performance and after designing teachers' guide for questions. The findings revealed that more than 91% of the questions asked by teachers in classes were based on knowledge level or what is known as lower types' questions. Additionally, the students' performances were limited to recall information. The study provides recommendations and implementations for teachers to develop their questions types.

This study attempted to investigate the impact of adopting the Stretch-text technique on English Business students' vocabulary instruction. The research followed the quasi-experimental design of two groups (control and experimental). The sample of the study that included forty students were assigned to the two groups; twenty for each group at