The study aimed to assess the effectiveness of a computer program based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) Model on the achievement of Ninth Graders’ listening and Reading Comprehension Skills in English. The study sample comprised 70 ninth graders during the second semester of the academic year 2016/2017. The selected students were distributed into two groups: an experimental group and a control one. A computer program based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) was prepared, and a 40-item listening test in addition to a 40-item reading comprehension test were designed according to modules outcomes which were presented in (Teachers’ Book Action Pack 9). Validity and reliability were ensured for both tests. The results showed a statistically significance difference at (α=0.05) between the mean scores of the control compared to the experimental group on both tests (listening achievement test and reading comprehension achievement test) due to the independent variable implementing a computerized program based on ADDIE Model in favor of the experimental group.

This study aimed at exploring the advantages and disadvantages of the online learning system implemented during COVID-19 Pandemic from English as foreign language (EFL) students' perspective. To achieve the objectives of the study, qualitative approach was used. The sample of the study consisted of 20 students who were chosen purposely from the World Islamic Sciences and Education University in Amman, Jordan. A semi-structured interview was used to collect data and Braun and Clarke's thematic approach (2006) was used to analyse the data. The study generated the following findings: E-learning saves time, money and effort; it is active in humanities faculties to some extent but it is inactive in science faculties; it encourages students' self-learning and it enables them to listen to recorded lectures many times; it causes social isolation between students; some students resort to cheating in exams; most students face technical problems while using online learning.

Cross-language transfer is the extent, if any, to which phonological awareness in L1 facilitates learning to read in L2. This has been an area of investigation wherein researchers looked into the orthographic and phonological component processing skills L2 learners develop and utilize to facilitate word recognition. Given the difference between the orthographic systems of Arabic (L1) and English (L2), how difficult is it for beginning Arab EFL learners to develop these skills? Arab EFL learners seem to have difficulty with prelexical word recognition processes leading to slower and perhaps even less accurate L2 word recognition skills. This study examines the possibility of transferring Arabic phonological awareness to learning English. Results are reported, most important of which is the confirmation of cross-language transfer.

Arab women bear the struggle of their local tradition in their countries and the tradition of the Westerns when they live between them. They are victims of gender discrimination and racism. Ethnocentrism is the inclination of people who consider their customs, civilizations, culture, skin, and colour superior, demanding others to follow and imitate them. This paper examined the influence of ethnocentrism on Arab women in Arabian and Western countries by analysing Fadia Faqir’s The Cry of the Dove (2007). The framework in this study is guided by ethnocentrism as a concept in postcolonial theory. The findings revealed that (i) due to ethnocentrism, Arab women suffer gender discrimination, violence, marginalisation, slavery, and death, (ii) Western ethnocentrism abuses and dehumanises the Arab women immigrants, and (iii) ethnocentrism creates many chronic social and political diseases in the minds of people (colonizers, colonized and decolonized people, men and women ), (iv) and some Arab women view the Western world as a unique model that should be imitated.

This paper investigates undergraduate students’ perception and acceptance of e-learning systems at Jordanian universities. The framework of this study is guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and, DeLone and McLean Information System Success Model. The online questionnaire is used to collect data from 411 undergraduate students at Jordanian public and private universities. Partial Least Squares Structural Equation Modeling (PLS-SEM) is used to analyze the data. The findings suggest that (i) performance expectancy, facilitating conditions, and information quality have a significant, positive effect on the actual usage of e-learning systems, whereas system quality did not, (ii) the usage of e-learning systems positively influenced educational performance and students' satisfaction, (iii) the impact of COVID-19 moderate the relationship between the use of e-learning systems and educational performance and (iv) face to face is the most favorable educational-learning approach, followed by blended, and e-learning.