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Given the significance of writing ability in academic and professional contexts, assessing this skill has become one of the widely discussed and researched issues in language education. In general terms, it is observed that assessing writing proficiency, which constitutes an integral part of language instruction, is at times said to be randomly performed owing to the instructors' insufficiency of theoretical grounding, inadequate training in this activity or to contextual constraints. The case of assessing writing in English as a foreign language (EFL) is no exception. Hence, EFL writing assessment scholars highlight the need for promoting assessment literacy among its practitioners. The present paper discusses the fundamentals of EFL writing assessment. Its goal is to provide a resource that writing instructors can draw on to enhance their knowledge, skills and practice of this pedagogical task. The paper is also meant to assist in equipping trainees with the requisite knowledge base on the field of assessment.

Mobile Assisted Language Learning (MALL) refers to the use of smart mobile devices, such as smartphones and tablets, to support language learning processes. With the widespread adoption of mobile technology, MALL has gained significant attention in recent years as promising technology to language learning and teaching. Currently, MALL is considered as of significant potential to enhance language learning and teaching outcomes by supporting learner engagement, autonomy, and motivation. Mobile learning environment provides opportunities for authentic and contextualized language use, helping learners to engage the practices of language skills in the real world settings. This paper provides an overview of MALL, discussing its definition, features, advantages, and challenges. It explores the various applications of MALL in different language learning contexts and presents a critical analysis of its effectiveness. Additionally, the paper addresses the future prospects and potential advancements in MALL, considering the evolving landscape of mobile technology and language learning.

The current research aims to reveal perceptions of faculty members at Qassim University towards the use of artificial intelligence applications in the acquisition of students ' English language skills and whether there are statistically significant differences between their responses in the degree of practicing artificial intelligence applications in the English language subject due to gender, the scientific rank, and English language skills. The sample consists of 97 faculty members (i.e., 65 males and 41 females), and all of them teach English language at Qassim University. They were selected using a simple random sampling method. The research concluded that the level of faculty members ' use of artificial intelligence applications in the English language at Qassim University is very low. Besides, there are no statistically significant differences in the degree of faculty members practicing the English language for artificial intelligence applications at Qassim University based on their gender (male - female) and scientific rank (i.e., teaching assistant, lecturer, and assistant professor). Finally, the findings showed that artificial intelligence applications are more suitable for teaching reading, listening, and speaking skills than writing skills in light of the perceptions of English language faculty members.

This paper tackles the concept of AI, its justification, and its applications in the field of education in general, and in the field of teaching/learning English Language, in particular. The paper focuses specifically on the incorporation of artificial intelligence (AI), which includes a wide range of technologies and methods, such as machine learning, adaptive learning, natural language processing, data mining, crowdsourcing, neural networks or an algorithm, into foreign language learning and teaching. First, the paper is concerned with changes brought to education in general and foreign language education specifically through the application of AI-powered tools and discusses ICALL (intelligent computer assisted language learning) as a subset of CALL. Second, it delineates the implementation of AI in the field of ESL/EFL. Third, it summarizes the consequences of applying AI-powered tools for foreign language education. Fourth, it discusses the benefits and challenges that the AI implementation entails. Finally, it puts forward a number of guidelines and recommendations for education policy-makers targeting the basic requirements for AI implementation.

This study examines how the storytelling method was used to teach English to young learners in grade three of an elementary school in Tripoli, the capital city of Libya. Two cycles of the study's classroom action research were conducted. Data were gathered through observations in the classroom and conversations with the teachers and pupils. A descriptive analysis method was used to examine the data. According to the research, students tend to learn English with greater enthusiasm when stories are delivered to them. This suggests that telling stories may be considered a cutting-edge teaching strategy. The majority of them report that they comprehend the lesson more clearly and quickly pick up new language. Due to this wonderful chance, the pupils take pleasure in their academic work. According to the teacher, using the storytelling technique makes the lessons more engaging and enjoyable since the pupils are participating. However, given that teachers are still unable to create stories and use them in a way that is consistent with the curriculum, when putting the strategy into reality, the teachers had several issues.