The purpose of this mixed-method research was to assess the attitudes and perceptions of a sample of 21 University level Saudi Undergraduate EFL students at Majma University, Community College towards using Padlet as a collaborative web-based online digital tool in reading classroom. Participants were enrolled in reading introductory course. The research applied by the researcher was basically descriptive in nature and survey method for which students’ oriented set of questionnaire was designed. The questionnaire included 21 items related with respondents’ different categories of variable constructs on 5points likert scale. The research tools used for data collection were semi-structured interviews, researcher’s observation and a questionnaire. Data collected revealed that respondents indicated positive attitudes towards Padlet application in reading classroom. Maximum number of students enjoyed Padlet tool with great zeal. Furthermore, students valued the instructors’ feedback and peer discussion using Padlet.

The effects of testing on students learning a foreign language have been the subject of substantial investigation in related literature. In practice, the majority of teachers evaluate their students through scheduled tests that they hold following the semester's initial syllabuses. This qualitative study investigated the importance of the washback effect (negative and positive) of examinations on Saudi EFL undergraduates at Majmaah University considering their perceptions related to learning, teaching methodology, and course contents. The study adopts a qualitative approach conducting interviews to collect data from teachers and students. The qualitative data was analyzed through thematic analysis. The washback effect was interpreted about issues such as teaching methodology, learning, and contents of the course. The results indicated that learners' fear of examination level increased and their performance decreased when they were aware of the assessment in terms of lack of background knowledge, grammar and syntax, course content, and teaching methodology. The pedagogical implications were related to authentic activities, formative assessment, and language skills.

The purpose of this study was to understand postmodern Intertextual perceptions of college-level teachers, the contribution of Intertextuality in comprehending a literary piece of work, and certain challenges facing Saudi EFL learners in meaning construction during the reading process examined in this research. The subjects were five professional teachers from two different colleges who were interviewed in a certain time framework. The researcher analyzed the teachers’ personal experiences, explanations about postmodern reading intertextuality, and its intricacies in learners’ comprehension emerged as dominant themes. The findings show that during teachers’ semi-structured interviews, their meanings, and contents indicated that cultural background, lack of intertextual awareness, stereotype approach, and lack of postmodern literary knowledge can provide impediments in textual analysis and interpretation. Further research is needed to explore more avenues in postmodern intertextual areas and to look into viewing intertextuality from deeper perspectives. Keywords:   Canterbury tales; English teachers; intertextuality; pastiche; postmodernism

Reading involves both cognitive and psychological activities of combining both pre-existing cultural and linguistic knowledge. The reader has the ability to view the world in the light of his/her own cultural experiences which are constructed consciously or unconsciously, and may seem to be fruitful in text analysis and exploring the uncovered multi layers of meanings. In relation to multifaceted cross-cultural environment and experiences, people world view undergoes a dynamic change due to their distinct norms, values, attributed to specific objects. The purpose of the study focuses on to collect feedback from the EFL learners on culturally nativizatized literary poem, ''I wandered Lonely as a Cloud'' by William Wordsworth, analyzed and discussed during reading process. This study aims to explain how EFL learners with distinct cultural schemata read and interpret a western culturally loaded texts differently. It also attempts to indicate how visual images, setting and figurative language of the nativized text may contribute to their interpretation and reading comprehension level. As a result, in reading nativized version and non-nativized version, they indicated similarities and differences in their responses and interpretations in these culturally overloaded discourses. The respondents, in this study, reflected different images and structures through nativization. In this qualitative study, the data was collected and analyzed by comparing familiar and unfamiliar contents of two distinct versions in the form of the learners' feedback through semistructured interviews and questionnaires. The study asks for further investigation to look into the effect of cultural specific concepts on cross-cultural literary texts.

The current study examines the impact of culturally relevant background knowledge on second-year Saudi EFL learners' reading comprehension. The purpose of this study is to contribute to a better understanding of culturally diverse texts and to enhance the teaching-learning process by utilizing the background knowledge of local learners. This qualitative study employed a think-aloud retrospective interview methodology to help readers express their in-depth thoughts, interpret, and reflect on familiar and unfamiliar cultural passages. Thematic analysis was used to classify think-aloud retrospective interview protocol on two passages, which were audio-recorded, transcribed, and coded for specified categories. The qualitative data were analyzed to examine if there was a link between EFL respondents' cultural background knowledge and the passages. A total of five English-major undergraduate respondents from Majmaah University took part in retrospective think-aloud interview protocols. The findings of this study revealed that EFL undergraduate respondents' cultural background knowledge had a favorable impact on a culturally relevant topic. The findings of this study revealed that culturally relevant topics differed significantly from culturally irrelevant topics.