Explore the vast range of titles available.

The purpose of this study is to evaluate teachers' perception of Grade Nine English textbook (Action Pack 9, 2013) in Jordan. A self-completion 57-item questionnaire has been developed to evaluate five major components - all of which are textbook objectives, textbook content, activities, evaluation, and textbook layout and design. The sample of the study consists of 89 teachers (34 males and 55 females). The results reveal that the rating of teachers' perception of the appropriateness of the ninth-grade textbook is high. In particular, the components of textbook objectives, textbook layout and design, and evaluation are rated with a high level of appropriateness; whereas the components of activities and textbook content are rated with a medium level of appropriateness. Furthermore, the results show that there is significant difference attributed to the variable of gender in favor of males. Nevertheless, there is no significant difference attributed to the variable of experience. In addition, the results reveal that the interaction of variables is self-evident.

The study aimed to determine the effect of applying Podcasts and Vodcasts on developing speaking skills for Ninth-graders in King Abdullah II Schools for Excellence. The study used the quasi-experimental approach by dividing the sample into three groups, which include the Podcasts group (23) students, Vodcasts group (27) students, and the control group (25) students. An oral test scale for students' speaking skills was prepared, and its validity and reliability were verified by applying it to a pilot sample of (25) students from outside the main study sample. The results indicated that the use of Podcasts and Vodcasts lead to statistically significant differences in the level of Ninth-graders' acquisition of speaking skills in the English language compared to their peers in the control group, which was taught in the conventional method. In addition, the results concluded that Vodcasts have a more significant positive effect on developing students' speaking skills when compared to Podcasts. Finally, several recommendations were suggested as the necessity of activating the use of podcasts and vodcasts in teaching speaking skills, besides the need to re review current English language curricula to include activities consistent with the requirements of applying podcasts and vodcasts in teaching the English language.

This study investigated the effect of using Marzano model and Renzulli learning system on developing critical thinking of tenth grade students in writing English composition in Jordan. The researchers designed a writing pre-test and post-test to test the students' skills in writing composition, where its validity and reliability were verified. This study followed quasi-experimental research design methodology. The sample of the study consisted of (233) tenth grade students in Al-Mazar Directorate of Education during the first semester 2020/2021 including (120) male and (113) female students. The findings indicated that there were statistically significant differences at (α= ≤ 0.05) between the three groups, the (Renzulli, Marzano, and Conventional), in favor of Renzulli learning system. Furthermore, there were no statistically significant differences at (α= ≤ 0.05) that could be attributed to the variable of gender (female and male). Several recommendations were suggested as conducting further research to investigate the effect of applying Renzulli learning system and Marzano Model with different variables and with other language skills.

This study investigates faculty members' practices of the 21st Century skills in the institution of languages at the University of Tabuk from their point of view. The participants of the study were (151) faculty members. A self-completed questionnaire of five domains was developed then administered after verifying its validity and reliability. The findings revealed that faculty members' ratings of their practice for the 21st Century skills were at a high degree. The practice of skills related to the Creativity and Innovation domain occupied the first rank, whereas they rated their practice of the skills related to ICT and digital domain at the last rank. Moreover, findings revealed that there are no statistically significant differences in faculty members' ratings about their practice of the 21st Century skills attributed to the variables of gender, lingual status, or the interaction between them, whereas there were statistically significant differences related to the domain of ICT and digital skills, attributed to the variable of lingual status in favor of the non-native faculty members.

This study aimed to identify the reading difficulties that facing the ninth graders in English language and how to deal with these difficulties from the point of view of teachers in Jordan. To achieve the study objective (s), a self-completed questionaire was developed to where its validity and reliabilty were verified. The sample of the study was comprised (100) teachers in Almazar Directorate of Education. The findings revealed that the difficulties related to teaching facilities and aids occupied the first rank with mean score of (3.97), whereas the domain of difficulties related to the domain of textbook occupied the last rank with total mean score of (3.13). Moreover, the study's findings indicated statistically significant differences on the teachers' perceptions, and these differences are attributed to the variable of years of experience, where the (F) value reached (5.78). However, results indicated no statistically significant differences between the total scores of the English teachers' perceptions which attributed to the variable of gender where (T) value reached 0.17. In light of the results of the study, several recommendations were suggested, among which were: -Further research should be conducted to study the reading difficulties in English from students and their parents' perspective in addition to the necessity of providing schools with the required teaching facilities.