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This study explored the effect of computer-mediated corrective feedback (CF) on the 10th grade EFL students' performance in the writing skill. Seventy-two 10th grade female students at Al Hammra secondary school of girls, Mafraq, were selected as the study sample. They were randomly assigned into four groups، three experimental groups (18 students each) and one control group (18 students). The three experimental groups were taught using the computer-mediated corrective feedback modes including teachers' feedback (students who received feedback only from the teacher), students' feedback (students who provided and received feedback from their peers), and both (students who received and provided feedback from students and teacher). The control group was taught using computer-mediated communication. However, it neither provided nor did it receive corrective feedback. The findings of the study showed that there were significant differences between the mean scores of the control group and the experimental groups due to the presence/absence of corrective feedback in favor to the experimental groups. Furthermore, the findings revealed that there was a significant effect for the mean scores between teachers' feedback, students' feedback or both, in favor to both, where students received corrective feedback from their peers and the teacher.

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.

Foreign language competence must necessarily include all aspects that a native speaker may be assumed to have. One such aspect is morphophonemics which deals with the ways that morphological and phonological processes interact with each other. Learners of English as a foreign language should develop a morphophonemic awareness of morphologically complex words. In other words, they should be aware that certain sound changes occur to base words when affixes are attached, including vowel, consonant and stress changes. On the whole, learners need to be aware of various aspects of English derivatives such as: spelling, pronunciation, affixation rules and syntactic classes as determined by suffix types. Awareness of these aspects would help learners in using English derivatives properly. The present paper attempts to find out whether Iraqi college students are capable of identifying the phonological changes of base words which are caused by affixation. Two principles of the theory of lexical phonology have been adopted as bases of analysis .These are the principles of cyclic phonological rules and level ordering rules. To carry out the investigation, a test is constructed aiming at eliciting Iraqi college students' responses which are then discussed and analyzed by using the relevant statistical tools and this analysis verifies the hypothesis that errors incorporating base word stress (78.12) are more frequent than those incorporating base word vowels (51.5).

This paper examines the English degree programme taught at The Military Wing of Mu'tah University in Jordan in combination with the military and the police theoretical and practical training programme. This programme is examined with respect to the following issues: a. Method of selecting the programme's cadets-intake and the consequences of its defects on the graduates and on the quality and quantity of teaching and assessment. b. The degree to which the programme has been successful in providing its graduates with the type and the amount of knowledge and skills that a typical English major should minimally possess. c. Problems facing the cadets and the implementation of this joint academic-military programme. d. Prospects and proposed solutions for these problems as envisaged by the cadets and by the teaching staff. The paper recommends adopting a short term reform plan and a long term reform plan for the programme and for the Military Wing as a whole.

هدفت هذه الدراسة إلي تحديد فاعلية برمجية تفاعلية في اكتساب مهارتي القراءة والتحدث باللغة الإنجليزية لطلاب الصف السادس الابتدائي. منهج الدراسة كان المنهج شبه التجريبي (quasi- experiment) حيث طبقت الدراسة على عينة شملت (60) طالبا تم تقسيمها عشوائيا إلي مجموعتين: مجموعة تجريبية وعددها (30), ومجموعة ضابطة وعددها (30). أداة الدراسة كانت عبارة عن اختبار طبق على المجموعتين قبل تجريب البرنامج الحاسوبي التفاعلي علي المجموعة التجريبية, وطبق بعد تجريب البرنامج الحاسوبي للتأكد من فروض الدراسة. تحليل معلومات الدراسة تم بواسطة برنامج (SPSS) باستخدام: الفا كرو نباخ, واختبار (ت) للعينات المستقلة, واختبار تحليل التباين المصاحب. نتائج الدراسة بينت ما يلي: 1. توجد فروق ذات دلالة إحصائية عند مستوى (0.05) بين متوسط درجات الاختبار البعدي لاكتساب مهارة القراءة لطلاب المجموعة التجريبية وبين متوسط درجات طلاب المجموعة الضابطة تعزى لاستخدم البرنامج الحاسوبي التفاعلي. 2. . توجد فروق ذات دلالة إحصائية عند مستوى (0.05) بين متوسط درجات الاختبار البعدي لاكتساب مهارة التحدث لطلاب المجموعة التجريبية وبين متوسطات درجات طلاب المجموعة الضابطة تعزى لاستخدم البرنامج الحاسوبي التفاعلي. 3. أظهر البرنامج الحاسوبي التفاعلي فاعلية في اكتساب مهارة التحدث بنسبة (42.1%) أكثر من نسبة (37.3%) فعاليته في اكتساب مهارة القراءة. أوصت الدراسة بضرورة تصميم برامج حاسوبية تفاعلية لتدريس مقررات اللغة الإنجليزية في مدارس التعليم العام وخصوصا المرحلة الابتدائية.

This paper reports the findings of a research study which aimed to identify the range and frequency of vocabulary learning strategies (VLS) students use in two departments at Al: Zawia University in Libya. Using a vocabulary learning strategies questionnaire, findings showed that students in both departments used discovery strategies such as using dictionaries, and guessing meaning from context more frequently than consolidation strategies such as practicing in groups, making word lists, or guessing vocabulary knowledge. The findings of this paper provides several implications for English language teaching in Libya and elsewhere.

The aim of this empirical study was introducing critical discourse analysis (CJA) as a new research technique for assessing oral presentations of EFL university learners Three voluntary EFL participants in Level 8 constituted the sample of the study. They were given each twenty minutes to deliver an oral presentation on the topic agreed upon with them beforehand. The participations were tape- recorded, transcribed, codified, analyzed and then interpreted in the realm of the dimensions of social discourse: speech analysis, processing analysis and social analysis related to language, power and ideology respectively. The findings revealed that CDA can be a research technique, an analytic tool and a procedural methodology that enables a vigorous assessment of social discourse and what is meant to describe and explain, since language is used as a form of social practice. The study provided a five-step cognitive map as well as CDA sheet with an assessment rubric in order to help the researchers concerned to follow when conducting a similar study

The present study investigated the impact of strategy-based writing instruction on Saudi EFL intermediate students' writing skills. Out of three classes from Al-kuds intermediate school, two male third- year intermediate classes (class b and class c) were randomly assigned into the control group (N=32) or experimental group (N=33). Class (b), serving as a control group, were taught the course-book in the traditional method, while class (c), serving as an experimental group, were taught the same course-book, supplemented with the strategy- based writing instruction which included six types of strategies: cognitive, meta-cognitive, compensation, social, affective and multiple strategies. Both groups were pre-post tested using a writing test prepared by the researcher. Two hypotheses were formulated and tested. These results (confirmed) the importance of implementing the strategy-based writing instruction in EFL classrooms as it equips the learners with the writing strategies they need to perform their writing tasks successfully. In addition, it provides a scaffolding learning environment which encourages the learners to interact with their teacher and peers to share ideas, give and get constructive feedback. It also enhances the learners' self-confidence as the feel they are armed with something to start with, instead of facing a blank sheet at the beginning of the writing process. Moreover, the strategy-based writing instruction enables the learners to conceive writing as a recursive process which entails flexible and purposeful movement through the three stages of writing (the pre-writing stage, the writing stage and the post-writing stage).