assigned to the information-only group. A total of 40 nontraditional preservice teachers participated in the research study. A pre-, mid-, and post-assessment quasi-experimental design was employed. The independent variables were the two training groups (explicit metacognitive teaching group and information-only group). The dependent variables were preservice teachers’ self-reported metacognitive awareness, the researchers’ metacognitive awareness rubric scores, and metacognitive accuracy. The results revealed that engaging in the virtual simulation experiences improved preservice teachers’ metacognitive awareness of leading a whole group discussion and that preservice teachers were overconfident in assessing their metacognitive awareness.

28:T529,

This article aimed to identify the usefulness of using social networking sites (SNSs) in an English as a foreign language class. One hundred sixteen undergraduate students of diverse degrees from a polytechnic state-owned university in Ecuador participated in the study, which followed a quantitative design. A descriptive analysis and a linear regression model were used to analyze the data gathered through an online survey. Results reported that participants agreed on average with all the propositions, thus confirming their perception of the usefulness of the SNSs used in class. Also, it was identified that the factors “Interaction with the teacher” (t = −0.116, p = .908) and “Engagement” (t = 1.508, p = .133) are not statistically significant predictors of student performance. Also, the factors “Interaction with peers” (t = 11.717, p < .001) and “Influence on cooperative learning” (t = 10.088, p < .001) were significant predictors in the model. The results of this investigation directly impact teachers’ practice and students who will be the first recipients of the advantages of using this tool in class.

29:T440,

This paper studies the effect of implementing a new Arabic language learning software Test Survey for Students (TSFS) developed by the researchers and marketed as brain training software for primary students on language skills using Science, Technology, Arts, and Mathematics (STEAM) subjects. The teaching of Arabic language via computer-assisted language learning (CALL) takes place for the first time in Qatari schools specifically for primary students. The researchers included a theoretical analysis of current trends in CALL and Arabic language skills. Reading skills, learning word and sentence skills, and dictation skills were the three Arabic basic skills tested to measure the effectiveness of developing these skills and improve achievement for third-grade students using CALL in STEAM subjects. Mixed models analyzed using the statistical software for social sciences suggest that teaching Arabic language skills with STEAM topics using educational software is effective and has a promising potential to be extended to the whole of middle east and north Africa region.