As time passes on, machines are becoming more and more complex, fast-processing and intelligent. Being exactly like humans deducting, inferring and making decisions is still away, however some remarkable gains in the application of Artificial Intelligence (AI) techniques and machine learning have been recently recorded. Therefore, the current study seeks to examine strategies for effectively applying artificial intelligence (AI) applications to teach/learn English according to the university students’ point of view. The study adopts the analytical descriptive approach in order to study and analyze the literature, to describe AI and the strategies of its employment for teaching/learning English. A 40-item questionnaire was used. It covers the following fields: AI strategies and its suitable applications for teaching/learning English, the effectiveness of these applications, their practical use, and the requirements for using them in the fields of teaching/learning English. Measuring the validity and reliability of the questionnaire revealed a Cronbach’s alpha of 0.931. The study sample consisted of 44 randomly selected male students from the English language stream at Northern Border University. A set of study instruments was applied. The results revealed a group of strategies suitable for employing AI for teaching/learning English. The results also indicated a very low level of employment of these strategies for teaching/learning English, and pointed out to their effectiveness if used in this field. The study has identified the training requirements from the study sample’s point of view. A suggested plan has been envisioned that includes the basics, objectives, content, processors, and evaluation methods for the employment of AI applications in the field of English education.

It is essential that educational institutions prepare students for the workforce especially when they are teaching English. In most Saudi Universities English Departments have been established in the Faculties of Arts, Languages, Education and Translation. However, recognition of the need for English in the Saudi educational system has not always been matched by acceptable educational outcomes. This is indicated by the inadequate number of well-trained and highly qualified teachers of English. Lack of recognition has hindered progress towards reaching the Kingdom Vision of 2030 that focuses on empowering citizens through reshaping the educational system and turning learners into skillful, educated and independent individuals. Therefore, this study examines the extent to which the KSA Vision 2030, in terms of teaching English as a foreign language in universities, is being implemented. A questionnaire was given to first year students at the Northern Border University, in Saudi Arabia. The questionnaire had two main sections, the first contained six general questions and the second section had 39 items covering very specific elements such as, Content & Teaching Methods, Evaluation & Assignments and Training & Professional Development. Analysing the data from the questionnaire was done using SPSS software.

Possessing distinctive features of mobility, portability, and connectivity, mobile technology has inevitably become an integrated part of everyday instructional practices and activities. Foreign language learning, especially English language, could gain substantial benefits from these advances in technology to enhance learning experiences and respond to learners’ various needs and interests. There is a far-reaching investment in mobile learning projects at many Saudi Arabian universities including King Abdul Aziz University and Imam Mohammad Ibn Saud Islamic University. Moreover, the Ministry of Higher Education has a long-term plan known as “The Afaq Project” which is examining the current and future challenges for implementing online learning in all universities. Hence, the current study aims to examine students’ attitudes towards and their usage of smart phones when learning English as a foreign language. A questionnaire was designed and distributed among first year university students at the Northern Border University in Saudi Arabia. It included 25 items, each with varies in responses. A systematic sampling approach was adopted to choose the participants for this study.The duration of administering the questionnaire was from November 2017 to December 2017 and it was applied to 205 students.The Statistical Package for the Social Sciences (SPSS) program was used for data analysis of the questionnaire responses.The final data were used to test the hypothesis of the research using the Chi-Squared method applied to a frequency table.Results revealed that students have positive attitudes towards using mobiles phones and that they were very interested in learning English by using technology.

The research investigated the effect of utilizing hologram technology on developing EFL communication skills and the attitudes towards English among middle school students. The Quasi-Experimental approach was adopted (pre/post-test design). The sample consisted of (84) middle school students and was divided into two groups: the experimental (N=42) and the control (N=42). The instruments were prepared by the researcher as follows: (1) An EFL Communication Skills Test included (40) items of listening, speaking, reading and writing skills and (2) An Attitude Scale included (20) items in two dimensions (Attitudes towards language learning and Attitudes towards using language in linguistic communication). The findings showed that there were statistically significant differences at the level of significance (? ? 0.01) among the mean scores of the students of the experimental and control groups in favor of the experimental in the post-application of an EFL Communication Skills test and the Attitude Scale. It was concluded that there is a positive effect of utilizing hologram technology in teaching English communication skills. Therefore, it is recommended to train EFL teachers on using hologram technology inside their classrooms.

The current study aimed to construct a strategy based on information technology for teaching English (English Course 102), and assess its impact on developing creative writing skills and academic self-efficacy for university students. A test of creative writing skills (fluency, flexibility, and originality) was also prepared, including (9) graded open-ended essay questions in creative writing skills, also the preparation of the academic self-efficacy scale, including (25) items in the following dimensions: the student’s self-motivation to learn; the student’s confidence in the ability to achieve; perseverance and continuity in learning; self-regulation of learning and recall habits. The study based on the experimental method, involving two groups, the experimental and the control group (pre-post). The study sample consisted of (64) second-year university students studying the course (English 102), which aims to develop language proficiency in academic writing skills. The sample was divided into two groups: experimental (32) and control (32). Results indicated that: There are statistically significant differences at level (α ≤ 0.01) between the mean scores of the students from the experimental and control groups in the post application for testing creative writing skills and each skill separately in favor of the experimental group, there are statistically significant differences between the mean scores of the experimental group students in the pre and post applications for testing creative writing skills and each skill separately and also of the academic self-efficacy scale and each dimension separately in favor of the experimental group , there are statistically significant differences between the mean scores of the students from the experimental and control groups in the post application of the academic self-efficacy scale and each dimension separately in favor of the experimental group, and there is a positive correlation between scores of the experimental group in favor of the post application of the creative writing test and their scores on the academic self-efficacy scale.