Jordanian Students Research Articles

College Students Attributional Differences in Knowledge Awareness about a Cybercrimes Law

The study examines attributional differences in assessing the level of knowledge awareness about Jordanian Cybercrimes Law (JCL) among college students. The study sample comprised 500 Jordanian students representing four Jordanian universities (TTU, MU, JU, & BU). Of these, 43% were males, and 57% were females. Students (19%) reported being victims of cybercrimes, and 24% were perpetrators. Reliability as estimated by the scale’s Cronbach’s α was 0.66, and the validity (correlation between the scale and LSC scale) was 0.157 α = 0.00 (F = 187.161, α = 0.00). More than 25% of the sample read about the JCL and observed that the law has been politicized. Moreover, three-quarters of them heard about it. More than half of the sample witnessed illegal actions on the net that required punishment. Less than 10% of the sample dealt with the JCL or participated in an online action that required punishment. ANOVA analysis of the mean gender differences in cybercrime knowledge showed females were more knowledgeable about JCL than males (F = 4.402, α =.036). Furthermore, an ANOVA analysis of the mean external attribution differences (yes vs. no) in JCL knowledge (F = 4.402, α =.036) was performed. Finally, ANOVA analysis of the mean external attribution differences in the knowledge of JCL (F = 4.402, α =.036).

A Syntactic and Discoursal Analysis of halaʔ ‘Now’ in Jordanian Arabic

This study investigates the syntactic behavior and the discoursal roles of halaʔ in Jordanian Arabic, which corresponds to the English ‘now’ and is frequently used as a discourse marker. Specifically, the syntactic distribution of this discourse marker in everyday conversations, its function in establishing coherence between discourse units, and its communicative and discoursal meanings are scrutinized. The data necessary for the study was obtained from almost a 15-hour corpus of naturally-occurring conversations recorded by the researchers through 30 interviews with 80 (40 males and 40 females) Jordanian students from Al-Balqa Applied University. The data analysis revealed that halaʔ can be used as an adverb conveying temporal meaning and as a discourse marker conveying coherence-related meanings. Semantically, it is a temporal adverb that has a semantic meaning parallel to that of its English adverbial counterpart ‘now’. However, it was found that halaʔ can also serve six pragmatic functions: Changing a topic, introducing a contrast or comparison, marking disagreement, initiating reasons, explanations or clarifications, listing, and marking shifts in participation framework (Marking a change in the speaker’s orientation and marking a change of footing). The study concludes with a suggested grammaticalization path for the development of this discourse marker from a lexical source.

Exploring the factors that influence academic performance in Jordanian higher education institutions

Since the coronavirus 2019 (COVID-19) pandemic hit the world, many universities have used digital asynchronous learning tools such as Digital Learning Management Systems (DLMS) to continue the educational process. Despite its global usage, only a few studies have investigated its quality in the Jordanian context during the COVID-19 period from a quantitative and qualitative approach perspective. Thus, the current study aims to explore the factors that influence academic performance in Jordanian higher education institutions during the COVID-19 pandemic. A mixed methods research approach was employed to evaluate the quality of the teaching-learning process for Jordanian students in higher education institutions. The triangulated data focused on three core pillars namely if students saw a difference in their grades prior to, during, and after the pandemic, the challenges faced and improvement suggestions. Accordingly, the quantitative approach with an online questionnaire and the qualitative approach with structured interviews were applied to collect the required data from Jordanian students in higher education institutions. The results of the current study revealed that the evaluation of the teaching-learning process quality during the pandemic period affected students’ academic performance in different proportions based on their specialization area. In addition, the study results also identified the most important challenges that faced the students during this period and suggested procedures to overcome them and improve the distance learning process. The current study offers empirical evidence on critical success factors underlying digital learning management systems in the COVID-19 era, which can help policymakers in Jordanian universities and the ministry of higher education and scientific research to improve the quality of the teaching-learning process in the Jordanian context.

Breaking Barriers, Elevating Performance: Microsoft Teams and the Writing Proficiency of EFL Jordanian Students

Microsoft Teams is a popular educational online communication and collaboration software. Microsoft Teams centralizes interactions, information, and applications. It lets students and instructors interact and exchange material in real time. Thus, this research examines how Microsoft Teams affects EFL Jordanian writers. Microsoft Teams' collaborative learning, feedback, and practice may enhance EFL Jordanians' writing abilities. The research divides students into control and experimental groupsObjective: In Jordan, Language learning and writing abilities are evolving in tandem with advancements in educational technology. Microsoft Teams, a popular online communication, and collaboration software is at the forefront of this transformation. Thus, this research examines how Microsoft Teams affects Jordanian EFL writers.Methods: Separating 30 EFL Jordanian students into two groups: a control group and an experimental group, the study employed (Vygotsky’s Sociocultural Theory and Davis’s Technology Acceptance Model (TAM). Then a Quasi-experimental study with a pre-test-post-test control group design has been conducted to compare the traditional teaching methods with Microsoft Teams-assisted collaborative writing.Results: The experimental group outperformed the control group in content and grammar. Microsoft Teams may help Jordanian EFL writers improve. The research reveals that Microsoft Teams might help EFL Jordanians write better. Thus, instructors should use Microsoft Teams to increase students' writing abilities. Technology-enhanced learning's long-term impacts on language competence require more study.Conclusions: In conclusion, this research examined how Microsoft Teams affects EFL Jordanians' writing. Microsoft Teams users had much better writing performance than non-users. The experimental group outperformed the control group in content and grammar. Microsoft Teams may help Jordanian EFL writers improve. Based on socio-cultural theory, the research stresses social interaction and collaborative learning in language acquisition. Socio-cultural theory supports student cooperation and communication using Microsoft Teams. Microsoft Teams' ability to allow students to interact with classmates and instructors and get feedback boosts writing skills.

Exploring the factors influencing academic learning performance using online learning systems

-Online learning has become vital and fundamental for learning success in higher education institutions to cope with various learning methodologies or crises such as COVID-19. Therefore, this study investigates factors influencing the academic learning performance among diploma and bachelor's degree students who utilize online e-learning systems in Jordan. Using a conceptual model developed from an extensive previous literature review, the study used a quantitative research methodology to collect data via survey questionnaires. Using PLS-SEM, the empirical analysis of 846 questionnaires collected from Jordanian students demonstrates that task-technology fit and students' satisfaction positively influence learning performance and contribute significantly to student academic success using online learning systems. While the quality of system, service, and information are critical determinants of task-technology fit, student interaction, and instructor interaction are critical determinants of student satisfaction. The study highlights the importance of user-friendly interfaces, effective communication channels, collaboration, and positive learning environments. The findings provide practical insights for universities, online learning system designers, administrators, and instructors to enhance student-learning outcomes. Additionally, system providers can use these findings to address essential successful tools and features needed to create effective and efficient online learning environments. This study highlights practical implications that support higher education institutions' efforts to enhance their online e-learning systems quality and improve student-learning outcomes while helping system providers address essential successful tools and features needed.

Unlocking Writing Potential: Assessing the Impact of Grammarly on Jordanian EFL Students' Writing Proficiency

This quantitative research examines Grammarly's impact on 60 Jordanian EFL students' writing. 60 students are enough to derive statistically significant conclusions about Grammarly's effects on writing. An experimental group of 30 students uses Grammarly while writing, whereas a control group of 30 students does not. Both groups write the identical assignments and are assessed using specified criteria. A pre-test compares both groups' grammatical correctness, vocabulary, and writing quality. After the pre-test, the experimental group uses Grammarly, while the control group does not. Students' writing skills are retested following the intervention. Grammarly's impact on EFL Jordanian students' writing is quantified by analyzing pre- and post-test results. T-tests or ANOVA are used to compare experimental and control group mean scores. Grammar, vocabulary, and writing quality are compared between the two groups. This study adds to the quantitative research on EFL online grammar correction tools. Grammarly's effects on EFL Jordanian students' writing abilities would assist educators and practitioners to decide whether to use such technologies in language training.

Low PISA Performance Students: Factors, Perceptions, and Improvement Strategies

The PISA assessment serves as a critical tool for evaluating and improving educational systems worldwide. The ethical implications of low performance in PISA are significant, requiring a comprehensive approach to address both immediate educational needs and broader systemic issues. By leveraging insights from PISA and implementing evidence-based interventions, policymakers and educators can work towards creating a more equitable and effective educational environment for all students. This study investigates the underlying factors contributing to the low achievement of Jordanian students in the Program for International Student Assessment (PISA) tests and proposes effective strategies to enhance their performance. PISA, developed by the Organization for Economic Co-operation and Development (OECD), evaluates 15-year-old students' skills in reading, mathematics, and science, focusing on their ability to apply knowledge in real-world contexts. Despite its global significance, Jordanian students have consistently underperformed in these assessments. The study employs a mixed-methods approach, including a comprehensive literature review, analysis of the Jordanian educational context, and surveys with educators and students. The findings reveal several key factors impacting performance: curriculum misalignment with PISA competencies, socio-economic disparities, high teacher turnover, and varying levels of teaching quality. Additionally, perceptions of PISA among educators and students highlight challenges related to unfamiliar test formats and applied knowledge requirements. Based on these insights, the study recommends a series of interventions to improve performance. These include aligning the national curriculum with PISA competencies, enhancing teacher training programs, integrating technology into learning processes, promoting extracurricular activities, and fostering active parental involvement. By addressing these areas, the study aims to provide a roadmap for policymakers, educators, and stakeholders to enhance Jordanian students' performance in future PISA assessments and overall educational outcomes.

On the Pragmatic Functions of the Idiomatic Expression ‘Tamam’ in Jordanian Arabic

This study investigates the pragmatic functions of the idiomatic expression Tamam (lit. ‘complete’) as used by university students who speak Jordanian Arabic (JA). To this end, the researchers developed an electronic questionnaire that contained 14 different situations/contexts, each illustrating one pragmatic function as identified and determined by the researchers. The questionnaire was distributed electronically via the WhatsApp application to 164 BA Jordanian students at The University of Jordan. The students were requested to pass intuitive judgements on the acceptability of these situations and related functions. The results showed that nine of the proposed functions were accepted by 70 per cent or more of the subjects, while five were accepted by 51-68 per cent. The former set of functions included expressing approval, seeking confirmation, showing understanding, expressing appreciation, showing joy and pleasure, showing tolerance, expressing sadness and submission, reassuring, and checking the attention of the addressee. The latter included expressing dissatisfaction, ending a conversation and expressing impatience, ridiculing/mocking, threatening, and expressing shock and disappointment. The study recommends that future research may examine the acceptability of such scenarios and functions among older generations (45+) with the aim of comparing the two aforementioned groups. Future research may also investigate the pragmatic functions of other idiomatic expressions in JA and other Arabic dialects.

A Comparison between Saudi and Jordanian University Students' Warmth of Feelings in Reporting the Death News of a Friend to Their Bereaved Parents

This study investigated how Saudi and Jordanian university undergraduates reported the death news of a friend to their bereaved parents. The sample of the study consisted of 64 volunteer students; 35 Jordanian students majoring in English Language, and 29 Saudi students majoring in Tourism Guidance. The researcher used a DCT to collect the data necessary for the study. Mean scores and t-test were used to analyze the data and answer the questions of the study. The findings of the study revealed that both Saudi and Jordanian undergraduates employed nine strategies to report the death news of a friend. The researcher ascribed the employment of such strategies to various factors which might help report the death news successfully. Keywords: Death, religious, Jordan, Saudi, greetings, news, arabic, university.

Cultivating global citizenship education in higher education: Learning from EFL university students’ voices

This study outlines the perceptions and views of Jordanian students regarding global citizenship at university in terms of their knowledge of global citizenship education (GCED), curricula and instruction processes. The data were collected using semi-structured interviews with fifteen English as a foreign language (EFL) university students studying in the 2022–23 academic year. The findings reveal that students had a basic understanding of GCED, which was often confused with national citizenship. Universities delivered courses that touched on GCED-related topics without focusing on the subject and academic staff required more empowerment in designing curricula or addressing GCED, as students reported that educators often presented GCED topics directly, with limited emphasis on learner-centred approaches. The study concludes by proposing recommendations for the sustainable integration of GCED into universities, encompassing documents used throughout universities and classroom pedagogical practices. These suggestions have international implications.

Cross-culture communication apprehension in communicating in English among Jordanian students in Universiti Utara Malaysia (UUM)

Cross-cultural communication apprehension (CCA) can be a significant challenge for international students, impacting their learning experiences. This study examined the Jordanian students’ perspectives of and experiences in cross cultural communication Apprehension in Universiti Utara Malaysia (UUM) where English is the medium of instruction. This study employed qualitative study while the participants were 16 Jordanian PhD students at UUM. The sampling of this study was purposive sampling while the researcher selected homogeneous sampling strategy, collected the data through face to face interview with the participants. The findings of the research question were divided into two main themes and sub-themes. The first main theme is language barriers, which consists of four sub-themes: limited English proficiency, pronunciation difficulties, and grammar challenges and Cultural context and communication styles. The second main theme is language anxiety, which includes two sub-themes: shyness and limited vocabularies. This has various implications on their overall learning experiences in University Utara Malaysia.

Exploring Psychological Mechanisms of OCA in Jordanian Universities: A Case Study of Al al-Bayt University

Oral Communication Apprehension casts a long shadow for many Jordanian students, hindering their ability to thrive in an immersive language environment. This qualitative study examined the inner workings of Oral Communication Apprehension (OCA) fifteen Jordanian students at Al al-Bayt University, exploring the specific psychological processes and mechanisms that fuel this anxiety. Through in-depth interviews, the research investigates how students experience OCA both inside and outside the classroom, revealing a complex interplay of factors. Fear of negative judgment, avoidance behaviors, speaking anxiety, lack of confidence in English skills, and persistent self-criticism intertwine and reinforce each other, creating a vicious cycle that impedes fluency and engagement. This research builds on existing knowledge on OCA and anxiety, offering valuable insights into the unique experiences of Jordanian learners and the specific challenges they face. Finally, the study suggests that pedagogical implications can be used to reduce and alleviate the negative impacts of these psychological factors on the smoothness of oral communication and speaking fluency.

Jordanian Students’ Attitudes toward Learning English as a Foreign Language: The Case of Secondary School Students

Jordanian Students’ Attitudes toward Learning English as a Foreign Language: The Case of Secondary School Students

The Relationship between Cyberbullying and Depression Among College Students

The purpose of the study is to examine the relationship between cyberbullying and depression among college students. Like real life bullying, cyberbullying leaves severe marks on victims’ psyche, the most important of which is depression. Therefore, this study examined the effect of cyberbullying on college students’ depression. One thousand Jordanian students from Tafila Technical University participated in the study. They represented all 12 Jordanian governorates and had a balanced representation of males (45.4%) and females (54.6%), and science (49.6%) and non-sciences college students (50.4%). Findings showed that cyberbullying exposed 26% of the students to violence and 9% percent of participants knew cyberbullying victims on and off-campus. A little over a third of the sample (37%) reported depression, 33% had a death wish, while a higher percentage (45%) had no interest in life. Females reported a slightly higher tendency towards depression than males of (19% vs. 18% respectively), but showed higher levels of no interest in life (25% vs. 20%), and death wish (18% vs. 14.8%). Further, cyberbullying correlated significantly with college students’ depression (.010) and low self-control (LSC) (.023) but most importantly, cyberbullying had a significant effect on depression (F = 9.538, α = 0.002). There was a significant effect of cyberbullying, LSC, fear, anger, gender, college type, and father’s work status on depression (F = 901.401, α = 0.000). Their combined effect explained 86% of the variance of the depression variable.

Analysis of Translation Errors Among Jordanian Students When Translating the Text Al-Ġazāla Al-Ḏakillah: The Case of 4th-Year Spanish-English Students at Al al-Bayt University

Translation is a much more complicated task than it really seems. It is a work in which nuances, knowledge, culture, and the transmission of science are important. The aim is to study the translation errors made by the students of the Translation - 2 course at the University of Al al-Bayt in order to improve their level and learn about and solve the difficulties that our students have. We have asked them to translate a text taken from the book Uncle Hamdī's Tales, which is considered a simple literary text full of sentences with different tenses and highly varied vocabulary. We have detected that there are many spelling difficulties, problems with the semantic meanings in the translation, and failures in terms of correctly translating the syntactic structure of Arabic sentences into Spanish. We have proposed several ways to solve these problems, including spending more time in the course to review tenses with students, strengthening their vocabulary, and having optional tasks to raise their level of writing and spelling.

The Pragmatic Functions of Using the Expression Mayyɪt ‘Dead’ in Jordanian Spoken Arabic

This study investigates the discourse analysis and the pragmatic functions of the expression mayyɪt (lit.: dead) and how students interpret it in Jordanian Spoken Arabic (JSA). It focuses on the intended meaning of using the expression mayyɪt in daily conversations among Jordanians. Data were collected from 72 undergraduate Jordanian students. The results of the study show that the connotative meaning dominates all the expressions explained in this study. None of the participants interpreted a single expression according to its lexical meaning alone. The results also reveal that the expression mayyɪt is used to serve 16 different pragmatic functions. However, the analysis shows that the expression mayyɪt is often used negatively in JSA; three functions are used positively, while the other functions of the expression are used negatively. This kind of knowledge can significantly benefit learners of JSA as a foreign language, without which learners may encounter some communication difficulties.

An Analysis of Adjective-Related Errors Made by Jordanian EFL Students

Objectives: This study investigates the adjective-related errors that Jordanian EFL students make in their speech and writing. Methods: Based on the researcher's observation record of his students' spoken and written assignments from the eighth to twelfth grades, the researcher compiled a list of adjective-related errors that were common among his students. To find out whether such errors were generalizable nationwide, 252 English language teachers, who were randomly selected, completed a five-point Likert-scale questionnaire by marking how often their students committed each adjective-related error. Results: The study showed that there were seven adjective-related errors commonly made by students, and such errors can be generalizable nationwide. The most common error was the use of adjectives with wrong prepositions. Among the potential sources of the seven errors were first language interference, failure to apply the rule completely, and intralingual overgeneralization of the rule. Conclusions: One the areas that requires special attention by Jordanian students is the use of adjectives. Assisting students to identify the causes of the adjective-related errors and laying more emphasis on using adjectives in meaningful contexts are instrumental in dealing with such linguistic errors.

Effects of Reading Strategy Instruction in English as a Second Language on Students’ Academic Reading Comprehension: A Study in Jordan

This study investigates the effects of reading strategy instruction on English reading comprehension among students in Jordan, where English is widely used in academia but often poses significant challenges for learners. Despite the recognition of English reading skills as crucial for academic success, many Jordanian students struggle with reading comprehension due to factors such as inadequate instruction and cultural differences. While the role of reading strategies in enhancing comprehension is acknowledged in educational literature, there is a lack of research focusing on the Jordanian context. This study aims to bridge this gap by exploring specific reading strategies that can be implemented, the methods of instruction, and the potential impact on students' academic performance. By providing actionable insights for educators, policymakers, and stakeholders, this research contributes to the enhancement of English reading comprehension skills in Jordan, offering a nuanced understanding that could lead to significant improvements in English language teaching and learning in the region.

Factors Affecting the Improvement of Speaking Skills Among Jordanian EFL Learners

The purpose of this research was to investigate the factors affecting the improvement of speaking skills among Jordanian students of English as a foreign language. This objective was reached by concentrating on educational tools, instructional strategies, and the mistakes made by students that have an impact on their skill to speak English from the perspective of students at Irbid National University and Jadara University. 316 students took part in this research project as part of the sample. In this study, a quantitative research design was used, and the participants were each given a customized version of the questionnaire that was used to collect data for the study. According to the findings, educational tools are used extensively in university settings. In addition, the findings demonstrated that the instructional strategies and the mistakes made by the students had a moderate impact on the students' skills to speak English.

The Effectiveness of a Training Program Using Differentiated Instruction to Improve the Reading Skill of Jordanian Third Graders With Learning Difficulties

This study aims to explore the effectiveness of a training reading program consisting of six units and multiple activities using the differentiated instruction strategy on the reading comprehension improvement of Jordanian third graders with learning difficulties. A total of 120 Jordanian third graders with learning difficulties from 17 governmental schools in Amman participated in the study. About 90 of them were categorized under an experimental group and taught using the differentiated strategy and were then divided into three groups based on their preferred learning styles: kinesthetic, auditory, and visual, while the remaining 30 students were categorized under a control group and taught using the traditional strategy of teaching. The findings showed an important impact of the differentiated instruction strategy on the improvement of the reading comprehension skill of Jordanian students with learning difficulties. Furthermore, the findings showed the importance of the use of the preferred learning styles of students in the teaching process.differentiated instruction