A sustainable educational design that derives from a user experience (UX) frame does not only represent the praxis of online class design(s), but also empowers students to take an active part in their educational journey. The purpose of the study is to promote user experience (UX) measurements for the design of online classes. An online survey based on the criteria of user experience, UX, derived from the literature is administered in two higher educational contexts in Saudi Arabia and the USA with 890 participants from both genders and diverse fields of study. User experience is identified within usability, educational context, and the emotional or hedonic aspects of the experience, which are measured from thirty-six items from the survey constituting the independent variables. Reframing of students’ perceptions into UX offers a sustainable model of technology design that ensures a student-centered model by filling the gap between theoretical use of students’ perceptions and the praxis of online class design. The findings reveal that a working educational model should be centered around human values in addition to usability. This model can be replicated in various educational online contexts, but it has to be an ongoing process accompanying online design where student satisfaction is the outcome from variable measurement.

Verbal Working Memory and Short-term Memory: Bilingual vs Monolingual Children

It is widely acknowledged that academic writing constitutes a challenge for EFL learners. This is why areas like the use of writing strategies, writing motivation and writing anxiety have attracted extensive attention in the literature. However, the interplay between these three areas has not been researched sufficiently, particularly among Arab learners. The present study bridges this gap by examining the use of writing strategies by Saudi EFL learners and the relationship between the learners’ use of these strategies and their writing motivation and writing anxiety. A total of 206 Saudi EFL learners responded to a questionnaire that assessed how they used writing strategies, as well as their writing motivation and anxiety. Using descriptive statistics, the results showed that the Saudi EFL learners use most writing strategies moderately or to a high extent. It was also found that students generally experience a high degree of motivation and a moderate degree of anxiety while writing. The Pearson Correlation analysis indicated that students’ use of writing strategies is somewhat positively correlated with their writing motivation and negatively correlated with their writing anxiety. Additionally, multiple regressions revealed that the use of writing strategies was predicted by both writing motivation and writing anxiety, although prediction by the writing motivation was more prominent. The results are discussed in reference to the relevant theories and pedagogical implications and future research directions are proposed.