يعد التعليم الإلكتروني من الطرق التعليم الحديثة التي يجمع الباحثون على أنه من متطلبات القرن الحادي والعشرين، إذ تستخدم آليات الاتصال الحديثة من حاسوب وشبكات ووسائط متعددة من صوت وصورة ورسومات وآليات بحث ومكتبات إلكترونية، وكذلك بوابات الإنترنت سواء كان ذلك عن بعد أو في الفصل الدراسي، بهدف إيصال المعلومة للمتعلم بأقصر وقت وأقل جهد وأكبر فائدة.

This study aimed to investigate the effect of proposed multimedia activities on students’ listening skills and satisfaction in a college English language course at the Royal University for Woman (RUW) in Bahrain. It attempted to investigate the effect of the proposed strategy on the students’ listening skills and satisfaction with the multimedia listening activities in the Orientation Program Lower course (OPL). The sample at this study consisted of 43 students who scored less than 4 in RUW English language placement test. The sample was randomly divided into two groups; 20 students in the control group and 23 students in the experimental group. The research instruments included: pre/post listening tests, and a satisfaction scale to measure the experimental group satisfaction with the multimedia listening activities. Data analysis revealed that, concerning listening post-test, there were statistical significant differences between the experimental and the control groups in benefit of the experimental group. Results also indicated that there were no statistical significant differences between the experimental and the control groups in their satisfaction with the multimedia listening activities which were taught for the experimental group and the online units taught to the control group; experimental group members demonstrated their satisfaction toward the multimedia listening activities and the control group members as well demonstrated their satisfaction with the online units. This study recommends using the multimedia activities as a learning material in order to improve the students listening skills in the English language learning. The use such technology in the language learning classrooms would bring better result to reality. Key Words: Multimedia activities, Interactive multimedia, Listening comprehension skill, Blended learning, English language course.

The purpose of the study was to examine the effects of using E-tivities in blended learning on students' achievement and their motivation to Learn English Language course. The study was conducted on two classes who were studying the English course Opportunities (101 Eng) at a secondary government girls school in Manama, Bahrain. The study sample consisted of 72 students who were randomly assigned to the experimental and control groups. The students of the experimental group were taught using blended learning method (f2f and E-tivities), the students of the control group were taught using the conventional f2f method. The following research hypotheses were tested: [1] learning by using E-tivities in blended learning increases the students' achievement in the 101 English language courses compared with the conventional teaching method, [2] Learning by using E-tivities in blended learning increases the students' motivation to learn English language compared with the conventional teaching method, to test these hypotheses, a pre -test and a pre -motivation questionnaire were administered at the beginning of the study. Achievement test and post motivation questionnaires were administered at the end of the study. Data analyses revealed that the achievement of the experimental group was significantly higher than the control group. Results showed more students of the experimental group were able to complete the online course successfully compared to the control group. Therefore, it can be concluded that the online course was effective. Results also showed a significant difference between the motivations of the two groups in favor of the experimental group. Key Words: E-tivities, Blended Learning, Students’ achievement, Students’ Motivation for learning, teaching English as a second language.

The current study aimed to investigate the effect of using E-tivities in teaching English Language speaking at the Royal University for Women (RUW) on some outcomes of the learning process. The study attempted to assess the effects of the proposed strategy on orientation students’ speaking skills and achievement. The study sample consisted of 48 students who scored less than 4.5 (4.5 out of 9) in the English Language Entry exam (IELTS). The sample was randomly divided into two groups; 24 students in the control group and 24 in the experimental group. The research instruments included: The Royal University for Women English language exam to assess the achievement and the Anglia Acsentis English language speaking skills marking criteria to measure their speaking skills. Data analysis revealed that, concerning speaking skills, there were significant differences between the experimental and the control group in favor of the former group. In addition in the final exam total score the experimental group performed significantly better than the control group. Keywords: Blended Learning, Virtual Learning Environment, E-tivities, Speaking Skills, Achievement, ESL, EFL

This study aims to prepare digital storytelling based on the two and three dimensions, verifying its effect on developing spatial intelligence at primary grade female students in the state of Kuwait. Bearing in mind the degree of parent's satisfaction. The study devised the first story derived from the syllabus of Arabic Language as a subject for this study, the sample consists of (75) female students at the first level of primary school divided into (3) equivalent and equal groups. The First and the second group are the experimental groups and the third is the control group. To assess the spatial intelligence variable, the study applied Raven's test for progressive matrices and Binet-Simon test of counting cubes. The researcher designed questionnaire to assess Parent's satisfaction. The study found that there are significant statistical differences in developing spatial intelligence for the experimental groups. The study also found significant statistical differences at the experimental groups in the two aspects of satisfaction. The degree of improvement the study researcher for the experimental groups indicated was significant and hence the differences have scientific indicators of great significance in addition to statistical significance. The researcher concluded based on experiment's outcome that these differences are attributed to the experimental treatment with no interference of any observed interruptive variables, and hence these variables may be generalized to the study population or similar samples. Yet generalizing results under other conditions, such as different teachers, textbooks, educational environments, requires additional studies. Keywords: photo dimensions, digital storytelling, satisfaction, spatial intelligence, multiple intelligence.

The purpose of this study was to explore the effectiveness of using different types of multimedia presentations on both motivation and creative understanding of King Saud University students in KSA. The study has tried to test the following hypotheses: 1) There are significant differences in the means average between the experimental group and the control group in learning motivation scale due to the use of videos associated with hyper text only and the use of videos associated with hyper text and audio reading; 2) There are significant differences between the experimental groups and the control groups in creative understanding test due to the use of multimedia delivery modes. The researcher applied the quasi-experimental approach to verify the previously mentioned hypotheses. The study sample consisted of 79 of King Saud University female students. This sample was divided into three groups. The first group (23 students) represents the first experimental group, the second (23 students) represents the seconds experimental group and the third group (33 students) represents the control group. In this study two instruments were applied to measure the dependent variables: 1) regarding to the creative understanding variable, a post test that have been created by the researcher. 2) Learning motivation variable, Keller pre-post survey was applied to measure students’ progress before and after applying the independent variable. The study results indicated statistically significant differences in motivation between the experimental groups and the control group. These differences were, in all the aspects of motivation scale in favor of the students of the first and the second experimental groups. The study results also indicated the existence of statistically significant differences at (0.05) between the creative understanding test in mean score of second group students and that of the control group students in the aspects of flexibility and elaboration for the second experimental group students that studied by audio, video and hyper text , the results indicated the absence of statistically significant differences between the mean score of the first and the second experimental groups in creative understanding and motivation. Moreover, there were no differences between the students of both the first experimental group and the control group in creative understanding test. Keywords: e-multimedia modes, Creative understanding, Learning motivation, English Literature, Higher educat

The current study aimed to investigate the effects of using a mobile social network (Twitter) on learners’ vocabulary acquisition and attitude at Credit System Schools in Kingdom of Saudi Arabia. The study has tested the following hypotheses: (1) There are statistically significant differences between the two experimental and the control groups in vocabulary achievement test due to learners’ use of mobile social networks; (2) There are statistically significant differences between the two experimental and the control groups in attitude toward mobile learning due to learners’ use of mobile social networks. A true experimental approach was applied to verify the previously mentioned hypotheses. The study sample consisted of 83 female learners who were studying at Credit System Secondary School. This sample was randomly divided into three groups. The experimental groups were consisted of 42 learners from Al Dhahran 1st School; 29 assigned in the first experimental group, 13 assigned in the second experimental group whereas the control group was consisted of 41 learners from Al Dhahran 2nd School. To measure the dependent variables, the study instruments included: (1) an achievement test was created by the researcher to measure the vocabulary acquisition variable; (2) a scale was developed to measure the Learning attitude variable. Both instruments were used to measure the learning progress before and after applying the independent variable. Data analysis indicated that there are statistically significant differences in the achievement test scores at level (0.05) between the experimental groups and control group in favor of the two experimental groups. Moreover, the independent variable has medium influence on learners’ acquisition of new vocabulary. Furthermore, findings demonstrated that there are no statistically significant differences in the attitude scale scores at level (0.05) between the experimental groups and the control group in regard with all attitude aspects. However, Post-Hocs analysis indicated that there are statistically significant differences between the first experimental group and the control group regarding two attitude aspects (attitudes toward social effects and toward dependence and flexibility in learning) in favor of the first experimental group. Moreover, there are statistically significant differences between the second experimental group and the control group regarding only the dependence and flexibility aspect of the attitude scale in favor of the second experimental group. Keywords: mobile learning, social networks, attitudes toward mobile learning, English vocabulary, secondary school, Kingdom of Saudi Arabia

This study aimed to reveal the effectiveness of repeated reading while listening based on WebQuest on Fluency and Incidental Acquisition of English vocabulary on High School Female Students in The Kingdom of Saudi Arabia. The study has tested the following hypotheses: (1) Repeated Reading while Listening Method based on WebQuest Tasks improves reading fluency for high school students in Saudi Arabia. (2) Memorization based on WebQuests improves speaking fluency for high school students in Saudi Arabia.(3) Repeated Reading while Listening Method based on WebQuests leads to incidental vocabulary acquisition. The study sample consisted of 36 second secondary grade students, that was divided into two groups, the first one was (experimental group n=18) students who attended the online program, while the second one was (control group n=18) students who attended the traditional program. The results of the study revealed that there were statistically significance differences in improving the level of fluency and incidental acquisition of English vocabulary in the experimental group. Keywords: repeated reading while listening, WebQuest, fluency, vocabulary.

The current study aimed at investigating the effect of designing a collaborative elearning environment on learning outcomes and motivation towards learning English for academic purposes course (Eng-500) at the Arabian Gulf University. The researcher applied the developmental research method. She selected purposeful research sample which consisted of (20) graduates from technical studies programs, all students who were enrolled in (Eng-500) course in the first semester of the academic year 2014/2015. The researcher then generated the learning outcomes of the course, and built the designing standards for the collaborative eLearning environment, after that the researcher applied Elgazzar (2014) ISD model and developed the collaborative eLearning environment according to the designing standards. The researcher built the following research instruments: Achievement test for writing and reading skills, Observation checklist for speaking skill, and Keller's Course Interest Survey (CIS) for Motivation. Then, the researcher measured their validity and reliability, and applied the collaborative eLearning environment, besides she applied the instruments before and after the experiment. And appropriate statistical analysis used to test the seven research hypotheses. The results indicated that the students improved by 80% in the academic reading skill, and they improved by 70% of mastery level in motivation and speaking skill, and there was a statistical significant difference at (0.05) in reading skill test (achievement). And there was not any statistical significant difference in writing, speaking, and motivation. Based on the study findings, relevant recommendations were made and suggested studies were proposed. Keywords: Developing collaborative eLearning environment, students of the Arabian Gulf University, English for academic purposes (Eng-500), Elgazzar (2014) ISD model, learning outcomes, achievement in language courses, ARCS motivation measurement scale.

The current study amid to investigate the effect of designing blended training based on distributed cognition on faculty members` skills and usage intensity of VLE in higher education. The study attempted to assess the effects of the proposed blended training by assessing its effects on faculty members` skills, knowledge and usage intensity of VLE. The study adapted Distributed Cognition theory and the Andragogical Process Model for developing a blended VLE training offered for faculty in higher education. The proposed blended training framework consisted of five stages that form a distributive training environment that works on offloading and distributing the cognitive process across individual minds and artefacts, across groups of people and across space and time. The Andragogy principles are deeply considered in designing this blended training to meet the special characters, goals and needs of faculty members as adult learners. The proposed framework aimed at promoting an online community of practice where faculty members are encouraged to share and exchange thoughts, ideas, inquires, solutions and practices . A quasi-experimental approach was applied to verify the effects of the proposed blended training on faculty members` skills, knowledge and usage intensity of VLE. The study sample consisted of 27 faculty members of Bahrain Teachers College. Evaluating such training environment was required to assess the occurred change in faculty`s knowledge, skills levels, and behavior in practices. To measure the dependent variables, the study instruments included: (1) an achievement test which was created by the researcher to measure the gained knowledge and skills of VLE; (2) a measurement that was developed to measure VLE usage intensity through measuring the use of particular LMS features to enable online learner`s interaction on various dimensions. Both instruments were used to measure the training progress before and after applying the independent variable. Data analysis indicated that there were statistically significant differences in improving the level of knowledge and skills of faculty members in the pre and post achievement test scores at level (α≤ 0.05). Furthermore, findings demonstrated that there were statistically significant differences in improving the VLE usage intensity of faculty members in the pre and post measurement at level (α≤ 0.05). Based on the study findings, relevant recommendations were made. Keywords: Designing e-Training, Virtual Learning Environment, Distributed Cognition, Usage Intensity of VLE, Community of Practice

The purpose of the study was to examine the effects of using elearning based on Diagnostic Reasoning (DxR) simulation software on students' medical diagnostic skills and their motivation towards learning. The study was conducted on the fourth year medical students who were studying DxR simulation software as a part of Multi System Integration Unit (unit IX) at the Arabian Gulf University (AGU) College of Medicine and Medical Sciences. The study was performed during the second semester of the academic year 2015/2016. The experiment took six weeks. The study sample consisted of 157 students who represented the accessible sample. A quasi-experimental research method, time-series design with pre and post test, was used to investigate the following hypotheses: developing an elearning environment based on DxR simulation software will significantly affect AGU medical students` diagnostic skills, developing an elearning environment based on DxR simulation software will significantly affect AGU medical students` motivation towards learning. The researcher assessed the participants' diagnostic skills and motivation at two different points during the six weeks. The researcher started the experiment on the 6th of March 2016; the participants took the first three DxR cases in traditional method and without any online materials a period of three weeks. By the end of the third week the researcher assessed the students' diagnostic skills and their motivation towards learning using Instructional Materials Motivation Survey (IMMS) scale. Then students were allowed to access online materials relevant to the last three DxR cases within Blackboard LMS during three weeks. By the end of the sixth week the researcher assessed again the students' diagnostic skills and their motivation towards learning. Results revealed statistically and practically significant differences (α=0.05) between the pre and post applications in favor of the post application concerning medical diagnostic skills assessed by DxR, and in all categories of motivation. Therefore, it could be concluded that the elearning was effective.

This research focused on the undergraduate learners’ perceptions of blended learning at the Arab Open University – Bahrain Branch (AOU-BH). It also focused on factors that influence learners’ perception and examined the relationships between learners’ perceptions and their particular demographic characteristics (age, gender, educational level, experience with the internet, and employment status). In addition, the interrelationships between the perception dimensions were examined. This research also aimed at investigating the relationship between learners’ satisfaction and the perception dimensions. Learners’ perception dimensions in this study were: the course interaction, the learners’ autonomy provided in the course, the course structure, the quality of instructional methods, and the course interface. The course interaction dimension was composed of two sub-dimensions: learner-learner interaction and learner-instructor interaction. The course structure (CS) was also composed of two sub-dimensions the CS-content and CS-assessment. The researcher developed an instrument to measure the perception dimensions and satisfaction with blended learning. The instrument was administered to a sample of 779 AOU_BH undergraduate learners. MANOVA, ANOVA, correlations, and multiple regressions were used to analyze the data. Findings indicated that the overall learners’ perception of blended learning at the Arab Open University – Bahrain Branch was found to be positive. Age and gender were found to be insignificant factors in the learners’ overall perception. Learners’ educational level was found to be a significant factor for learner-learner interaction and course interface. The relationship between learners’ experience with the internet and the perception dimensions was found to be significant. Learners who had more experience with the internet expressed significantly higher positive perception of the blended learning program. The more internet experience the learner had, the more autonomy he/she could practice in a blended learning course. When relationships between perception dimensions were examined it was found that: The relationships between learner-learner interaction and learner-instructor interaction, course structure sub-dimensions, and course interface, were insignificant. Significant relationships were found between learner-instructor interaction with course structure sub-dimensions, and with course interface. The relationships between course structure sub-dimensions and the course interface were significant. The relationships between learner autonomy with the interaction sub-dimensions and the course structure sub-dimensions, interaction sub-dimensions, and course interface were significant. The relationship between learners’ satisfaction with most perception dimensions, namely: course structure sub-dimensions, quality of instructional methods, and interface was significant moderately positive. The relationship between learners’ satisfaction and the interaction sub-dimensions was significant and weakly positive. The perception dimensions, when taken together, had a sizeable effect on satisfaction with blended learning. However, quality of instructional methods and interface were the most important dimensions for explaining learners’ satisfaction with blended learning.