In recent years, the Saudi Arabian government and educationists have expressed concerns about the low level of achievement in English among students in schools and universities. To improve English learning and achievement in Saudi Arabia, many research studies in motivation and learning have shown that four major indicators of active learning are: (i) group work, (ii) situated learning, (iii) elaborated feedback, and (iv) information communication technology [ICT] use in classroom instruction. This explanatory mixed-methods study, longitudinal in nature, explored the use of these four indicators of active learning on the enhancement of Saudi students' motivational constructs (i.e., self-efficacy, task value, academic buoyancy, and effort expenditure), engagement (i.e., vigor, dedication, and absorption), and English achievement. In particular, the present study sought to investigate two main research aims: (i) the impact of an eight-week intervention program (incorporating the four indicators of active learning) on students' motivational constructs, engagement, and academic achievement in English, and (ii) the relationships between the motivational factors, engagement, and academic achievement at three time points (e.g., the predictive impact of Time 1 self-efficacy on Time 1 academic buoyancy). Participants of this study were 289 male university students enrolled in an English unit at the University of Hail in Saudi Arabia. The quantitative phase of this study encompassed experimental and correlational emphasis, involving the undertaking of a two-group experimental comparison with 145 participants in the Experimental Group and 144 participants in the Control Group. Data collection during the quantitative phase spanned three time points: Time 1 (collected before the intervention), Time 2 (collected in the middle of the intervention), and Time 3 (collected after the intervention). At each of the three time points, the students of both the Experimental Group and the Control Group completed the same measure of the motivational variables, engagement, and English achievement test. Upon the completion of Time 3, a qualitative component (in the form of semi-structured interviews) was conducted with students from the Experimental Group to obtain deeper insights into the effectiveness of the intervention program. The findings of the first aim of this study indicated that the Experimental Group, exposed to the intervention program including the four indicators of active learning, scored significantly higher than the Control Group on the motivational constructs, engagement, and English achievement. Specifically, the results of repeated measures ANOVA and follow-up t-tests showed that the intervention had small effects on all the variables at Time 2 (in the middle of the intervention). However, at Time 3 (after the intervention), the intervention had small impacts on task value and effort expenditure, moderate impacts on dedication and academic achievement, and large impacts on self-efficacy, academic buoyancy, vigor, and absorption. The qualitative semi-structured interviews augmented these findings by providing a vital context for in-depth understanding of how and what aspects of each of the four indicators of active learning contributed to the gains in the motivational variables, engagement, and English achievement. To address the second aim of this study (i.e., the relationships between the motivational variables, engagement, and academic achievement at Time 1, Time 2, and Time 3), structural equation modelling procedures were used. The results yielded some key findings, supporting in part the hypotheses tested. For example, Time 1 self-efficacy significantly predicted Time 1 academic buoyancy; Time 1 task value significantly predicted Time 1 effort expenditure; and Time 1 vigor significantly predicted Time 1 academic achievement. In general, the evidence obtained provides important implications for further research development and educational practices.

The present longitudinal research investigation explored the differential effects of contextualised self-efficacy beliefs (i.e. task, course, global) on the concepts of personal resolve and effective functioning, and two adaptive outcomes, namely: school experience and academic achievement. 291 (141 girls, 150 boys) Year 7 secondary school students participated in the study, which spanned the course of four time points. Subsequent SEM analyses produced the following results, for example: (i) Time 1 task self-efficacy positively influenced Time 2 personal resolve and Time 2 effective functioning, (ii) Time 2 personal resolve positively influenced Time 3 contextualised self-efficacy beliefs, (iii) Time 2 effective functioning positively influenced Time 4 school experience, and Time 4 academic achievement, and (iv) Time 3 task-specific self-efficacy positively influenced Time 4 academic achievement and Time 4 school experience. This evidence, collectively, provides grounding for further research development (e.g. the importance of effective functioning) and educational practices for implementation.

Mobile-learning (M-Learning), also known as mobile assisted learning, has emerged over the years as a non-traditional format of teaching and learning. This pedagogical approach, facilitated with the advent of technological advances, may include the use of portable devices, such as MP3 players, tablets, e-books, cell phones, and smartphones. There is extensive research that has been undertaken, providing empirical yields for further research consideration. In this chapter, a special focus on mobile-learning, we explore the importance of this pedagogical approach from the perspective of motivation. We argue that research, to date, has yet to examine the situational placement of mobile-learning within the sociocultural context of motivation. In our quest to promote and develop the notion of mobile-learning, it is important that we take into account psychosocial issues that could explain its successes and failures. Is mobile-learning simply a transient fad that will fade away with the passing of time? Why would we engage in mobile-learning whenthere are so many defining limitations, such as small screen size, one-finger typing, etc.? Our conceptualization, developed in motivational contexts, seeks to identify and discuss four notable issues: (i) the importance of cognitive load theory, (ii) a constructivist paradigm for learning, (iii) the introduction of effective functioning as a personal well-being component, and (iv) the social world and its ongoing disparities, leading to imbalances between individuals. Our theoretical examination, balanced in its positioning, makes attempts to situate the concept of mobile-learning within the framework of motivation.

The present study explored the effects of academic and social self-efficacy beliefs on students' well-being at school, academic engagement, and achievement outcome. Well-being at school is conceptualized as a central mediator of students' engagement and learning in achievement contexts. It was hypothesized that well-being at school would mediate the effects of social and academic self-efficacy beliefs on engagement and achievement outcome. This research focus has credence and may provide grounding for educational-social interventions. A cohort of 284 (122 girls, 162 boys) Year 11 secondary school students participated in this correlational study. A theoretical-conceptual model was explored and tested using structural equation modeling. Subsequent structural equation modeling analyses provided moderate support for the hypothesized model. The results showed that both academic and social self-efficacy depended on each other in their effect on well-being at school. Both academic engagement and well-being at school served as partial mediators of the effects of academic and social self-efficacy on academic engagement.