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The aim of this study is to investigate the impact of using electronic games on teaching English vocabulary to kindergarten students to find out if these selected games could facilitate the competences of English language learners. To accomplish the goal of the study, a pre-and post-test was conducted in order to measure the level of the students in English. The sample of the study consisted of 100 kindergarten students in private kindergartens in Irbid during the first semester 2016-2017 and was given out into four parties, which were chosen purposefully: two experimental and two control groups. The results of the study indicated that there were statistically significant differences in the post-test between the control and the experimental groups in favor of the experimental group.Furthermore, there were no statistically significant differences in the achievement of the students due to gender or to the interaction between group and gender.

The purpose of this study is to investigate the effect of using a blended learning method on ninth grade students' achievements in English and their motivation towards learning it. The sample consisted of 100 female students selected purposefully and distributed into two groups: experimental and control. The experimental group studied English through a computerized program in the traditional method, while the control group was taught by the traditional method only. The results revealed statistically significant differences between the two groups in favor of the experimental group both in the achievement and the motivation towards learning English. The researchers recommended using computerized teaching in addition to the traditional method due to the positive results shown by the current study. In addition, they recommended conducting studies that measure the effect of blended learning on some aspects related to English language such as: vocabulary, spelling, pronunciation, or any other aspects.

This study aimed at investigating the relationship between students' reading comprehension and their achievement in English at Yarmouk University. The sample consisted of 150 female and male students. It was chosen randomly from all English101 students at Yarmouk University in the second semester of the academic year 2016-2017. To answer the questions of the study, the researcher used a reading comprehension test which consisted of 20 multiple-choice items and an achievement test which consisted of 40 multiple-choice items. The findings revealed that students' reading comprehension was of a medium degree and their achievement in English was of a medium degree, too. Besides, there were no statistically significant differences in students' reading comprehension or in their achievement due to gender. On the other hand, there were statistically significant differences in students' reading comprehension and in their achievement due to college in favor of the college of science. Moreover, there was a statistically significant relationship between students' reading comprehension and their achievement in English since reading comprehension positively affects students' achievement. Finally, the researcher recommended conducting further research to investigate the link between students' reading comprehension and their achievement in English since research in this area is rare.

This study aimed at comparing private and public schools in terms of students' achievement in English Language and parents' attitudes towards teaching their children in private schools. To achieve the aim of the study the researchers conducted a test to measure students' achievements in English language and they also distributed a questionnaire among the parents of the students in private schools. The sample of the study consisted of 165 students from two public schools and two private schools, and 66 parents. Means, standard deviations and T-test were used to analyze the results. Results showed that there are statistically significant differences in students' achievement in English language between students of private and public schools in favor of private schools, it also shows that there are statistically significant differences at (a= 0.05) in the parents' attitudes towards teaching their children in private schools due to the academic level, gender, and financial level variables.