While language anxiety is known to be a strong predictor of the second language (L2) achievement for decades, there has been a relative lack of empirical attention to establishing which one - anxiety or achievement - influences the other. The present study, based on a cross-lagged panel analysis, examined the causal relationships between language…

Writing helps one to connect and remember. It makes individual reflections and thinking clear and meaningful to survive in the world of symbols. The present study adds to the existing body of knowledge on determining the interplay of writing anxiety, writing strategies and writing achievement of Saudi EFL learners. It further explored the use of…

The Elicited Imitation Test (EIT) is widely recognized for its reliability in research settings as a proficiency assessment tool. However, there exists a need to examine its predictive validity in English as a Foreign Language (EFL) classrooms. This study investigates the extent to which the EIT, alongside the Oxford Placement Test (OPT), can…

The COVID-19 pandemic has provided second language (L2) learners with additional challenges regarding how to obtain an enjoyable experience while achieving a better learning attainment. Despite a growing body of studies that substantiated the predictive effect of grit, foreign language enjoyment (FLE), and foreign language classroom anxiety (FLA)…

To motivate learners, teachers of English as a foreign language (EFL) are encouraged to use gaming elements, which can stimulate students take a more active role in the learning process. There are many free and informal online applications now available to support this model, but not all EFL teachers, particularly female ones, are inclined to…

The research reported in this article explores the relationship between Dörnyei's (2005, 2009) Second Language Motivational Self System (L2MSS) and the L2 proficiency level of Saudi learners of English as a foreign language (EFL). Male and female participants (N = 360) responded to a questionnaire relating to the main components of L2MSS, the…

This study investigates word difficulty and learning among learners of English as a foreign language (EFL) in Saudi Arabia. Difficulty factors examined in the study include repetition of words in learners' EFL textbooks, word length and parts of speech, and adds a further consideration which is underexplored in the literature; word translation…

This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the Single-Target Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that…

There is consensus among those involved in teaching English as a foreign language (EFL) in the Saudi educational context that students' achievement in language learning is below expectations. Much research has been directed towards finding the reasons for low achievement amongst learners. However, very few studies have looked at parameters of…

This study investigates the effect of ten teaching English as a foreign language (TEFL) oriented features of mobile phones in the English language classroom on the achievement of foundation-year students in King Abdulaziz University (KAU) in General English. The study also explores students' attitudes towards this new method of teaching. The study…

The primary purpose of this study was to examine Saudi EFL college students' perceptual learning styles in order to determine whether their perception of their learning styles is a predictor of academic persistence, satisfaction and success in different learning environments. Participants' perceptions about their learning styles in both…