This study has investigated the use of educational games to improve English grammar achievement among eleventh grade students at a high school for girls in East Jerusalem. It was conducted during the second term of the 2016-2017 school year. The researchers adopted an experimental approach, with a total of 62 students divided equally into an experimental group and a control group, which both completed pre-and post-tests. The experimental group was taught grammar using educational games for two months, while the control group was taught using traditional methods. The results revealed no significant difference at α = 0.05 between groups on the pre-test, while the post-test revealed a significant difference between the achievement of the experimental group (M = 77.6%) and control group (M = 68.7%). Based on these findings, the study recommends applying educational games in English grammar instruction and other language skills.

Social media have been used for teaching and learning for quite some time. Social media as a learning platform making it possible for students to do self-study, exchange ideas, give comments, and submit the assignments in order to improve their grammar knowledge and writing ability. This study investigated to see how students perceived Social media in terms of ease of use, usefulness, and attitude toward the use of Social media for doing the activities and examined whether these factors were correlated. The sample consisted of 132 secondary school students selected via random sampling technique. The data was tabulated and analyzed by SPSS version 23 and applying descriptive statistical tools. It was found that social media plays a significant role in development of English language writing performance at school level.

Among all the learning strategies, metacognitive strategy is a higher-order executive skill. Once learners have a good command of a metacognitive strategy, they will become more independent and autonomous and will be more capable of planning, monitoring and evaluating their learning process and thus become efficient learners. This research aims to investigate whether secondary students at the Almazar Schools use metacognitive learning strategies (MLS) in their writing performance and they are aware of them; also, to find out whether their teachers provide the development of MLSs in the classroom. In a class of 22 students, just 10 volunteered to respond the interview questions. The findings showed that only less than half of the participants used were aware of MLS. This paper, therefore, intends to introduce metacognitive instruction in order to raise English as a Foreign language writing instructors’ awareness in teaching and in order to train students to become self-regulated learners. Keywords: Metacognitive strategies, writing performance, planning writing, monitoring writing, evaluating writing.

One of the most challenging aspects of foreign language learning is writing. Writing is the most demanding and complicated aspect of language system. Writing requires the collective effort of orthographic, graphomotor and other linguistic skills with the inclusion of semantics, syntax, spelling, and writing conventions without being restricted to the aforementioned skills. The Improvement of cognitive psychology, metacognition has drawn the focus of an increasing number of researchers' and paved way for recent dimensions on EFL writing, particularly in the aspect of writing achievement. Due to the fact that the method possesses a highly-placed executive aptness which comprises of formulation, supervision, and assessment, this study attempts to investigate the influence of using metacognitive strategies on Jordanian EFL learners' writing performance. Forty four students were randomly selected from secondary school level to partake in experimental control of the study. The researcher made use of the intervention program based on CALLA model of teaching in classroom. The experimental group (EG) received metacognitive strategies-based writing instruction whereas the control group (CG) received only the routine writing instruction (Product Approach). After five weeks of instruction, both groups were post-tested and at the end of program which lasted for twelve weeks, the students carried out another post-test. Data were submitted to the independent Mann-Whitney U test followed by Wilcoxon Signed-Rank test analysis. The results showed that there was a positive effect in the experimental group's writing performance. The findings of this study have implications for pedagogy as well as for future research.

One of the most problematic areas for foreign language learning is writing. Writing is the most complicated and complex aspect of the language system. This study aimed to investigate the kind of metacognitive strategies EFL students used before and after metacognitive strategy training and the effect of the changes observed. It also aimed to examine the influence of other external factors (L1 transfer, motivation, anxiety) on EFL students' performance when instructed to use metacognitive strategies. The subjects were 22 secondary school students in Irbid, Jordan. Two questionnaires were used to gather the data of this study. Questionnaire 1 contains metacognitive strategies (planning, monitoring, and evaluation). Questionnaire 2 entails three variables (L1 transfer, motivation, anxiety). This paper helps to understand how the level of writing skills can be increased among Arab EFL students. Hence, metacognitive techniques must be developed to have a mutual connection with self-regulation and learner’s development of self-scripting approaches. The result showed a positive significant correlation between metacognitive strategies and motivation, L1 transfer, and anxiety. Metacognitive strategies played an important role in enhancing students' writing performance and planning, monitoring, and evaluation process in writing performance.