After the spread of the Pandemic COVID-19, all educational institutions worldwide shifted to online learning utilizing varied online applications to hold virtual meetings instead of face-to-face ones. Therefore, Palestinian universities used different applications synchronously and asynchronously to manage this sudden and unexpected switch from completely face-to-face mode to an online one. The study aims to investigate the extent to which the online applications utilized in Palestine Ahliya University and Hebron University met the agreed-upon benchmarks of online mode. It also aimed at investigating EFL instructors' and learners' perceptions of online education and the challenges that both of them may face. The sample of the study consisted of 139 students (27 males & 112 females), and 32 instructors (19 males & 13 females) from both universities. Regarding the harmony between participants' responses and the online agreed-upon benchmarks, results showed that all instructors' responses scored high degrees of agreement while the students' ones scored medium degrees. EFL learners' and instructors' perceptions towards the utilization of some web applications scored medium degrees though some of the questionnaire items scored high degrees. No statistically significant differences were traced due to all variables except for the variable 'Student Support Benchmark' in favor of the instructors who are aged from 40-50. There are also statistically significant differences between the means of instructors' responses in the domain 'Student Support' in favor of Palestine Ahliya University while other domains show no statistically significant differences between both universities. Some conclusions and recommendations were concluded at the end of the study.

Abstract-This study aims at investigating effectiveness of peer correction on students' progress in their written essays at PAUC. It also aims to investigate learners' attitudes towards peer correction technique. Twenty sophomore English major students aged 19-21 years, who are taking Writing II course with the researcher, were selected to be the participants of this study. To achieve the aims of the study, the researcher used three tools: a questionnaire, a pretest-posttest and students' portfolios. The students had to correct and evaluate the essays, and respond to them during the lectures that each lasted for about 90 minutes. Results of the study showed that students have positive attitudes towards peer-correction and that most of the students were either interested or enjoyed this technique. Scores of the students in pretest-posttest showed significant progress in students' abilities in writing essays as they found more mistakes by the end of the semester. Comparison between essay number one and essay number eight showed a plummeting percentage of mistakes. It is recommended that peer correction should be applied in a modest and proper way, with the teacher's careful monitoring.

The aim of this study is to identify the influence of morphological analysis strategy employed by Palestinian 10 th grade-female students in guessing and manipulating complex words in addition to using these words in meaningful sentences. This study involved 75 female students from Idna Secondary School for Girls at Hebron governorate. The sample of the study was assigned to control group (37 students) and experimental group (38 students) from two different sections. To achieve the aims of the study, morphological structure test based on students' textbook has been given to both groups in form of pretest/posttest. Meanwhile, the experimental group has received treatments on morphological analysis strategy prior to the post-test, whereas the control group hasn't received any treatment except for the traditional way of teaching for the same two units. Results showed that the experimental group has outperformed the control group as they scored higher grades. They also scored better results in identifying the syntactic category of English words depending used in context.

This study aimed at identifying the main factors that motivate Code-mixing among the M.A. students and graduates who chose Applied Linguistics as their major at An-Najah National University. It also aimed at finding out the differences between the participants responses with respect to the selected variables including age, gender, workplace, student status and years of experience. The selected sample consisted of 32 M.A. regular students and another 22 students who already graduated from the same program. They are either employed for different institutions or have no work at least within the period of distributing the questionnaire. The researchers used an 18-item questionnaire as a tool of the study. The responses elicited from participants were manipulated through using the SPSS package to deduce frequencies, percentages, means, standard deviations, degrees and significant values. Findings of the study showed that the most frequent motivational factors that stand behind code-mixing were mainly related to speech emphasis, raised topics conformation, addressees understanding of the speech. As for the variables of the study, no statistically significant differences in the means of the participants responses attributed to gender or students status were found. Nevertheless, statistically significant differences attributed to age of the graduate students were found in favor of those above 45 years old.

Teaching English Language at schools and universities since 1995 and working as a school principle for four years and as an English Language supervisor for ten years, the author of the paper noticed that majority of teachers adopt traditional ways of teaching English as a foreign language (EFL) learners. In these classes teachers inculcate knowledge through spoon feeding practices rather than innovative ones that may challenge students' thoughts and abilities by facing them with non-traditional events, activities or scenes. In spite of the fact that Muslim teachers recite many verses from the Holy Quran daily, they are unaware of the pedagogical and psychological implements in the verses they have been reciting. Hence, this study aims at identifying the pedagogical and the psychological implements in the holly Quran, specifically Surah Alkhaf. To collect data, content analysis method was used to elicit the pedagogical and the psychological implements. To identify the context in which these implements appear, the Key Word In Context (KWIC) was used depending on Al Islam website. These implements are hoped to reshape the way of teaching and learning practiced by many teachers and learners at educational institutions. In most cases, EFL learners don't actively use their minds or the critical skills that may trigger solutions to problems they encounter continuously. This study emphasizes the disastrous consequences of jumping to conclusions before one analyzes and interprets any ambiguous phenomenon. Results of the study showed many pedagogical and psychological implements such as motivation for learning, learning contracts, contradicted practices, stimulus-response model, accommodation and equilibration. The study implicates that any process of learning should be fueled by internal motivation that sparks the learner's power. Learners shouldn't be hasty and jump to conclusions, instead they should do their best to critically analyze events so that they can solve dilemmas they face daily. Another significant implication is the use of learning contracts to enhance fruitful learning. Finally, some recommendations were stated at the end of the study.