This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group’s scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.

The Effect of Flipped Classroom Instruction on Developing Emirati EFL Learners’ Pragmatic Competence

The research had age-related basic English language learners with dyslexia drawn from Abha City, the Kingdom of Saudi Arabia. The researchers were pursuing the question of the effectiveness of multimodal methods in building the reading fluency and comprehension of ELLs. Researchers implemented a quasi-experimental study with a random-assignment approach: the sample was divided between the experimental group and the control group of sixty students. The control group experiences learning through conventional instructional schemes. We used the pre-and post-test of reading to measure the fluency and comprehension levels with additional feedback received from the students to evaluate our class’s effectiveness. Through the implementation of this research, there was a remarkable increase in both reading fluency and the ability to understand, by the children involved. Moreover, students of the experimental groups exhibited significantly better perceptions of the course compared to the control groups than the others. Numerical analysis of significance having t-tests, ANOVA, and regressive analysis showed that multimodal technique was significant and positive. A final correlation study showed a positive relationship between students' favourable appraisals of a multimodal teaching method and their reading skills. It may be implied that dyslexic English language learners (ELLs) should use multimodal treatment in multifaceted settings to learn all academic subjects. The foci are to lend weight to educational policies that endorse the approach of inclusive teaching methods with educators. The paper also focuses on the fact that there is a need for the provision of teachers with the needed resources and skills development through teacher training. Consequently, how students are taught must include several modes that are appropriate to the distinct needs of all learners, including those with dyslexia. That's because blending all those methods supports students with language-based learning difficulties.

This study examined the challenges and issues faced by teachers and parents related to the transition from face-to-face instruction to online...

This study looks into the succession of the UDL training for teachers and then how their implementation of the UDL principles for their classrooms could bring about better educational outcomes for the ELLs who are in addition to the special needs setting. The testing of the Asir region in Saudi Arabia in our research was done by pre-and post-training tests, trying to find changes in the teachers' knowledge, the ways they apply UDL and their views about inclusion. Findings indicate the level of efficiency achieved in all areas(post-training), which illustrates a strong connection between ULD principles’ improvement and their practical application in classrooms. The study shifts the focus to the key factor that professional development plays in obtaining, maintaining, and reforming educational processes, which are successfully able to answer the questions of diversity. Problems about inadequate resources and ongoing expertise support were seen to be the issues which further indicate the need for thoroughness in bringing UDL to education systems universally. These results confirm the importance of UDL training in teacher education, which in turn gives rise to the development of inclusive education along with further provision of equal courses for students with disabilities.