Communication remains one of the ultimate objectives of learning any language. Speaking is one of the most basic language skills that should be well mastered by foreign language learners. It is considered one of the most complex aspects of language learning, especially for beginners. The use of pictures in language has been accredited to immense success and improvement in language learning. Therefore, this study aims at investigating the effectiveness of using “picture media” in improving the speaking skills of a group of 20 Indonesian, non-native Arabic speakers. In order to collect data, a combination of two methods was used namely, observation and a questionnaire designed for the purpose of examining the effectiveness of using pictures as a teaching aid. The findings of this study confirmed that picture media is an indispensable component in improving Arabic speaking skills immensely. The analysis revealed that the subjects of this study reported better results after pictures use.

The proliferation of technology in educational settings and its impact on learning outcomes has become a focal point in educational research. In language education, the interplay among technological tools, learner self-efficacy, and language proficiency is critical for academic success. This study aims to shed light on these dynamics by presenting a comprehensive structural model that elucidates the relationships and causal effects among students’ academic achievement, English proficiency, self-efficacy, and the utilization of instructional technology while focusing on the Blackboard learning management system. Employing a quantitative correlational design, this study used three questionnaires to measure the primary variables. The study sample included 590 university students from two universities purposively selected using random stratified sampling to ensure representativeness. Statistical analyses—including descriptive statistics, correlation coefficients, and structural equation modeling (path analysis)—were employed to investigate the data. The emergent model demonstrated a perfect fit to the sample data, exhibiting robust goodness-of-fit indicators. The findings highlight the direct positive influence of self-efficacy on academic achievement and the beneficial effects of Blackboard integration on English proficiency and academic success. These insights emphasize the importance of self-efficacy in educational achievement and the pivotal role of e-learning platforms in enhancing students’ motivation and linguistic skills. The implications of these results are profound, suggesting avenues for future research to examine the applicability of the structural model across diverse educational contexts and incorporate additional variables for a more granular understanding of the factors driving academic achievement in technology-enhanced learning environments.

Online language learning applications have transformed English as a foreign language instruction by providing flexible and personalized pathways to language learning. For EFL learners, proficiency is crucial for academic and career advancement, necessitating understanding how motivation, self-regulated learning strategies, and self-efficacy interact within the digital environment. However, a scholarly gap remains regarding how these psychological factors influence language learning outcomes. Thus, this study investigates the relationships between motivation, self-regulated learning strategies, and English self-efficacy among Saudi EFL learners utilizing online language applications. Employing a quantitative correlational design, this study sampled 808 university students through stratified selection to ensure representative diversity. Data were collected using three validated instruments to measure each construct and were analyzed using Exploratory and Confirmatory Factor Analysis, followed by Structural Equation Modelling. The results revealed three significant insights. First, Duolingo emerged as the most widely utilized application, supporting a comprehensive range of language skills, including reading, writing, speaking, and listening. Other popular applications were frequently used for specific skill development, such as conversational practice and vocabulary enhancement, displaying the high frequency of online language learning app use. Second, strong positive correlations were found among motivation, self-regulated learning strategies, and English self-efficacy, accentuating their combined influence on language learning success. Finally, hypothesis testing confirmed that motivation directly influences self-regulation and self-efficacy, with self-regulated learning strategies mediating between motivation and self-efficacy. This suggests that online language learning applications fostering motivation and self-regulation can significantly improve learners' confidence and proficiency in English, providing practical insights for teachers and practitioners in language instruction.

Background: Gamification has been increasingly used in English language learning, with studies suggesting its potential to enhance cognitive processes and learner motivation. Gamification enhances student involvement and boosts cognitive abilities such as concentration, memory, and other mental processes by integrating game-like features, including point systems, incentives, instantaneous feedback, and achievement monitoring. Objective: This systematic review examines the cognitive benefits of gamification on working memory and attention in English language learners. It investigates how gamification contributes to measurable improvements in memory retention and attentional control while identifying the underlying cognitive and motivational mechanisms that enhance learning outcomes. Methods: This systematic review analyzed 30 peer-reviewed studies from 2020 to 2024 on the cognitive benefits of gamification in English language learning. Studies were selected from Scopus, Web of Science, and Eric using strict inclusion criteria, focusing on gamification’s impact on cognitive functions like working memory, attention, and processing speed. Both empirical and theoretical studies with a psycholinguistic focus were included. A narrative analysis was conducted to identify key patterns and trends across classroom and online learning contexts. Results: Gamification significantly enhances working memory and attention control in English language learners, yielding measurable improvements in memory retention and focus through game elements, such as rewards and progress tracking. However, these cognitive gains diminish over time as the novelty of game elements wanes, underscoring the need for continuous innovation in game design. Conclusion: The review also outlines critical cognitive and motivational mechanisms, such as emotional engagement and social interaction, which support sustained cognitive improvements but require ongoing adaptation to maintain their effectiveness.

An Exploratory Study into Vocabulary Learning Strategies Used by Saudi EFL learners