Due to the COVID-19 pandemic, assessment and testing processes have been shifted to an online environment. Therefore, this unexpected shift requires more recent research in the field of online assessment. Based on this requirement, the present research aimed to explore female EFL students’ perceptions of an online English achievement exam by focusing on these dimensions: availability and accessibility, instructions, and mode of delivery. The participants were preparatory year students at the English Language Institute (ELI) at the University of Jeddah. To serve the research aim, the research used a mixed-methods approach. Students (n =49) participated in the quantitative phase by answering an online survey and 2 students were interviewed in the qualitative phase. The quantitative data revealed that the students had a positive perception of the online exam availability, accessibility, instruction, and mode of delivery. More particularly, the qualitative data explained that the clear online exam instructions and suitable mode of delivery have significantly improved these positive perceptions.

English language learning (ELL) websites are now regarded as one of the most important tools in learning language skills (listening, speaking, reading, and writing). Therefore, this study aimed to investigate how a number of 36 female high school students aged between 16 and 18 years old in Saudi Arabia would evaluate ELL websites. The study adapted evaluation criteria from Yang and Chan (2008), who developed valid criteria for evaluating the ELL websites. The present study explored students’ evaluation criteria in ELL websites by distributing an electronic questionnaire consisted of 15 items. The evaluation criteria were information on the author, listening, speaking, reading, and writing on ELL websites. The results are analyzed by using SPSS Version 21. The descriptive results indicate that students have high evaluation criteria in terms of reading and listening skills. On the other hand, Information on the author, writing, and speaking skills had the lowest evaluation criteria, receptively. Finally, this study was concluded with a discussion addressed the importance of enhancing students’ evaluation criteria in order to promote their digital literacy.

This research study explored EFL teachers’ instructional practices (e.g., adaptation, selection, elaboration, and simplification) in using authentic texts for teaching reading comprehension. In fact, a considerable amount of research has been devoted to investigate the use of authentic texts in teaching reading comprehension. However, there is an academic and professional need to explore how teachers exploit authentic texts while teaching reading comprehension. The study employed a mixed method research design. Teachers’ instructional practices were explored through a self-reported questionnaire. Also, the study examined teachers’ perspectives on these practices and how their Personal Practical Knowledge (PPK) affects their practices by conducting semi-structured interviews. From two Saudi universities, 50 female EFL teachers responded to the questionnaire, while additional five teachers were interviewed. The questionnaire results revealed that EFL teachers adapt authentic texts for advanced students more than beginners. In contrast, most of the teachers in the interviews highlighted that authentic texts are applicable in teaching beginners with the use of technology. The quantitative and qualitative results showed that teachers select authentic texts that match students’ language level, their cultural background, and course book objectives. It was also found that the aspects of PPK knowledge affected teachers’ instructional practices in using authentic texts. Based on the research findings, several suggestions and recommendations were presented to enhance the effectiveness of authentic texts in the EFL classrooms.