This study investigated the effect of utilizing Facebook activities on enhancing oral communication skills for English as Foreign Language learners (EFL) in the English Department at Yarmouk University, Jordan. Participants of the study were first year English Language Bachelor degree students who speak English as a foreign language. The researcher hypothesized that if these learners practiced Facebook activities, their oral communication skills may be improved. For answering questions of the study, the researcher designed a pre-post oral communication skills test to determine the participants' mastery of oral communication skills. Furthermore, she uploaded the activities on a Facebook account that were made available for all the participants of the study. Results revealed that the suggested Facebook activities were effective on improving participants' oral communication skills. Then the study recommended that Facebook activities may be utilizing on improving other skills such as speaking and listening or even English language pronunciation.

This paper aims at highlighting the 4MAT Model as a teaching procedure in teaching English Language for undergraduate students at colleges and Universities. Moreover, the current study tries to focus on using the 4MAT model as a framework for teaching and learning English as a Foreign Language based on the principles of learning methods and their relationship to the learning cycle. The results of the study indicate that the learning cycle is designed 4 MAT with four learning styles. Each quarter is appropriate for teaching methods, which were used depending on the dominance of the right or left hemisphere of the learner's brain in order to be suitable for all types of learners.

Mind mapping is a way to facilitate access to knowledge and retrieval by visual evidence such as pictures, arrows and colors. Young students need one place to register mind maps and the possibility of retrieving their memory. Through this study, the researcher found that the elementary student assistant on the creation of personal, bright and interesting using mind maps can alleviate the difficulties of recall and memorization of vocabulary for a longer period of time. On the other hand, teaching and learning through the mapping of the mind is a fun and entertaining way as it helps to motivate students to study new things and seek to learn and encourage learners to use new vocabulary habitually and increase the desire of students to know more. In addition, drawing skills is one of the easiest ways to manage, handle and develop vocabulary retention.

This study aims to collect young Jordanian learners’ opinions about the efficiency of using Metaverse platforms in language learning, focusing on the system’s perceived trialability, complexity, observability, and compatibility. It also aims to determine if it is appropriate for the future or should be used currently. The significance of the current study was to analyze the various technological changes that have occurred in the field of language learning to gain a deeper understanding of the effects of these changes on the students’ learning procedures of languages., To achieve the study’s primary goal, the researcher conducted the research during the academic years 2021-2022 on a sample of 50 high school students from different Jordanian schools. The study adopted a mixed-method approach, qualitative and quantitative. The researcher collected data from the participants through a refereed survey and various interviews conducted after the survey. Most young learners indicated that the Metaverse platforms could be used in various educational disciplines and fields. It could improve their knowledge of the language, and it could make the language course more enjoyable. However, they focused on the idea that they need more time to be ready to use Metaverse platforms in language learning, especially with oral language skills. The young learners believed the Metaverse platform has various advantages and could be used in the classroom soon. However, they noted that it could make learning challenging and distracting as it violates their class discipline.

This study investigated the impact of using suggested e-activities via social networks (Facebook) in enhancing linguistic skills (reading comprehension skills) for Arabic Language learners who speak other languages in the Arabic for Speakers of Other Languages Centre at The World Islamic Sciences and Education University, Jordan. Participants of the study were Arabic Language learners who speak other languages who come to Jordan from different foreign countries to learn Arabic language. The researcher hypothesized that if these learners practiced e-activities via Facebook, their reading comprehension skills may be improved. For answering questions of the study, the researcher designed a pre-post reading comprehension skills test to determine the participants' mastery for reading comprehension skills. Furthermore, she uploaded the e-activities on a Facebook account that were made available for all the participants of the study. Results revealed that the suggested e-activities via social networks media (Facebook) were effective in improving participants' reading comprehension skills. Then the study recommended that social networks media could be utilized in improving other skills such as speaking and listening.