The incorporation of technology in English as a Foreign Language (EFL) classroom has drastically transformed conventional learning models by offering innovative ways to boost students’ engagement and improve learning outcomes. This study investigates the impact of using YouTube as an educational tool to enhance EFL instruction in Saudi Arabia. A total of 200 EFL students were divided into two groups: An experimental group which used You Tube as a source of learning and another group which used normal curriculum. A mixed-methods approach was employed, combining quantitative data from a paired-sample t-test with qualitative feedback from students. The results for paired-sample t-test computations revealed a statistically significant difference (p = 0. 003) across the proficiency level indicating improvement in students’ speaking and listening skills at higher proficiency levels. Of the qualitative answers, motivational and participation enhancement were overemphasized. The research points that the integration of YouTube in EFL classrooms can lead to a remarkable increase in language learning especially in the learning area of listening and speaking abilities among the students. These results offer practical implications for educators seeking to integrate multimedia tools into their teaching strategies to promote more interactive and effective learning experiences.

1. Over recent years, the sphere of education has started to pay more attention to the role of constructive teacher-students’ relationships in determining the academic experiences of the students. ...

This study investigates the effectiveness, potential, and challenges of utilizing the Zoom platform for online English language instruction, as perceived by EFL university students and their instructors. The research employed a mixed methods approach, integrating quantitative data from 67 student participants and qualitative insights from seven teachers. An ARCS (attention, relevance, confidence, and satisfaction) model questionnaire was used to assess students’ perceptions, while teachers’ perspectives were obtained through semi-structured interviews. The survey results were analyzed using SPSS v 24.0, and the interview data were thematically scrutinized. The findings indicated that Zoom effectively met students’ learning needs, captured their attention, and provided relevant content. However, sustaining long-term engagement and fostering students’ confidence were the remarkable challenges. From the teachers’ perspective, Zoom’s features, such as breakout rooms and interactive whiteboards, enhanced the learning experience. Notably, discrepancies emerged between student and teacher perceptions, particularly regarding technical difficulties, the absence of non-verbal cues, and attention retention issues. To address these challenges, the study recommends prioritizing technical support, providing orientation sessions, refining engagement approaches, and adopting blended learning to maximize the potential of Zoom. Overall, this study emphasizes the importance of addressing technical and engagement barriers to enhance the effectiveness of online platforms used for English language teaching (ELT).

The purpose of the study was to investigate the degree to which language teachers in Jordan implements the functions of the linguistic artificial intelligence (AI) technology in the teaching process, considering some demographic and professional characteristics. Descriptive analytic methodology was used. The population of the study included all language teachers at the Education Directorate of the Amman District (N = 304). The study sample amounted to (128) language teachers in the primary and secondary stages. The study tool was a questionnaire that was developed and distributed electronically, and (54) of them were retrieved, which constitutes (42.1%) of the retrieved questionnaires. The study tool consisted of (43 paragraphs) divided into eight areas: smart electronic educational games applications, augmented reality, smart chatbots, virtual reality, smart evaluation and tests, the Internet of Things, adaptive learning environment applications, and smartphone applications. The study results indicated that the level of use of linguistic artificial intelligence technology applications among language teachers was high, and that there were statistically significant differences in the use of technology applications by language teachers. Linguistic artificial intelligence is attributed to gender differences in favor of females, and the educational stage in favor of primary and secondary school teachers, while there are no statistically significant differences in the use of linguistic artificial intelligence technology applications by language teachers due to differences in academic qualifications or years of experience.