This descriptive-analytic study aimed at identifying the included life skills in the content of 2nd secondary school grade English language textbooks in Jordan through a model for classifying life skills. The researchers designed the content analysis card sought to collect data relevant to the study. The findings of the study showed that there is variance in presenting the nine main domains in 2nd secondary school grade English language textbooks. Even in the one domain, there is a variance in presenting the items. The findings indicated that there are 2676 life skills included in 2nd secondary school grade English language textbooks in Jordan; the effective communicative 24.96%, interpersonal relationship 13.57%, decision-making 11.43%,  problem-solving 10.61%, self-awareness building 10.54%, creative thinking 7.70%, empathy 7.66%, coping with stress and emotions 7.51%, critical thinking 6.02%. Also, the findings indicated that the effective communication life skills in 2nd secondary school grade English language textbooks in Jordan have the highest percentage.

This study aimed at investigating the effect of using Renzulli learning system and SCAMPER strategy on developing tenth grade writing English composition In Mu'tah Model School In Al-Mazar Directorate of Education during the second semester of the scholastic year 2015-2016. The researchers designed a writing composition test to test the students' skills in writing English composition skills. The sample of the study comprised of (80) tenth grade female and male students in Mu'tah Model School which was selected purposefully. The researchers taught Renzulli learning system to two sections, female section of (20) students, male section of (20) students and taught SCAMPER strategy to two sections, female section of (20) students, male section of (20) students. To answer the questions of the study, the researchers designed two topics to check the skills of the students in writing composition, validity and reliability were ensured. The findings of the study indicated that there were statistically significant differences at (α=0.05)before and after applying Renzulli learning system and SCAMPER strategy in favor of Renzulli learning system and there were no statistically significant differences between the students due to gender. In light of the results of the study, the researchers suggested that there is a need to apply Renzulli learning system in the educational process in the Jordanian schools and there is a need to train teachers on how to use Renzulli learning system and its application in the educational process.

This analytical study aimed at analyzing the democratic values existing in sixth-grade English textbooks in Jordan. The population of the study consisted of all content of sixth-grade EFL textbooks during the scholastic year 2021\2022. The researchers developed a content analysis card consisting of 37 democratic values distributed according to (4) fields: Political Principles, Cultural Rights, Human and Social relations, and Religious Values. The findings revealed that there are 1846 democratic values in the sixth-grade textbooks. The findings also indicated that the political principles are the most frequent value in the content of sixth-grade English textbooks while religious values are the least promoted within the textbooks.

This study aims to investigate whether or not the goals of English language curricula for secondary stage have been achieved from the perspectives of EFL teachers and supervisors in Jordan. The participants were 101 EFL teachers and 8 supervisors in Al_Karak educational directorates of Education during the first semester 2020/2021. The researchers designed a questionnaire consisting of fifty-nine items in four areas: listening, speaking, reading and writing skills, used to collect the data for this study. The findings of this study showed that English language teachers and supervisors were mostly satisfied with the goals of English language curriculum for secondary stage. The means for all the areas according to English language teachers was 3.31 while the means for all the areas according to English language supervisors was 3.27. This implies that English language teachers and supervisors were satisfied with the goals of English language curriculum for secondary stage.