This study aims to investigate English as a foreign language students’ engagement in using e-learning tools in learning English language. A mixed method approach was employed comprising 30 students who study English language and literature at Yarmouk University, Jordan in their first year (16 males and 14 females). The respondents of the study were selected randomly, and all of them were selected from the department of English language and literature of Yarmouk University, Jordan. The instrument of the study was a survey questionnaire consisting of 24 items. The data were analyzed using SPSS. The findings of the study have documented that e-learning tools entail a great degree of flexibility and variability, visual knowledge compared to conventional teaching materials and lectures, which are most often unsatisfactory and might not relate to EFL learning. 87% of the respondents revealed that using e-learning tools (MOOCs) affected their language skills’ development positively. In addition, the findings indicated that 90% of the respondents pointed out that these e-learning tools /MOOCs assist language learners and make language-learning fun and meaningful. The findings of this study revealed that the foremost factors affecting EFL students’ approval and use of e-learning tools were facilitating conditions, social influence, effort expectancy and performance expectancy. Such findings revealed the significance of e-learning tools from the point of view of this mixed-method research. The findings indicated that past experiences relevant influenced EFL Jordanian undergraduate students at Yarmouk University use of e-learning tools / MOOCs when learning English language.
English is the most successful recognized global language. However, sociolinguists have a sheer of divergent views on the complexity of the present-day world English varieties in terms of standardization. There is little explicit agreement about exactly how Standard English ought to be viewed. It is a common belief among those who work with English that it exists. However, the portrayals made of it in various linguistic works, dictionaries and grammar books show how much diversity there is in individuals' thoughts regarding Standard English. The questions of what constitute a variety of English characterized as Standard or good English is still an area of dispute among the sociolinguists. This paper aims to examine the perspectives and challenges on the classification of English as standard and non-standard varieties in terms of lexicon in use. It identifies how words are accepted as common, colloquial and academic or formal. With the sheer of practical discussion and couple of examples the paper contributes a great deal towards understanding of Standard English and Non-standard varieties.
The present study focuses on studying colloquial Jordanian proverbs and sayings, particularly food and saying proverbs. It employs a descriptive research design to examine the syntactic aspects of those proverbs and sayings. Semi-structured interviews were conducted to gather the data from the informants. The current study came up with a set of conclusions. Proverbs related to food and eating are similar to other kinds of proverbs regarding the utilization of syntactic aspects. Furthermore, it appears that these proverbs are limited to specific syntactic structures, namely, imperative, interrogative and verbless clauses in terms of their syntactic structures. To be more accurate, the verbless clause is the most 51 prominent structure (11 proverbs), then the imperative form (8 proverbs) and the interrogative (5 proverbs) one respectively.
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