الملخص: هدفت الدراسة الحالية الكشف عن درجة امتلاك طلبة الصف الثاني الأساسي لبعض مهارات التحدث في ضوء المحتوى التعليمي، وتكونت عينة الدراسة من (50) طالبا وطالبة ممن هم في الصف الثاني الأساسي من مدرستي خديجة بنت خويلد الأساسية المختلطة ومعان الأساسية المختلطة في مديرية التربية والتعليم لقصبة معان. ولتحقيق أهداف الدراسة تم تطبيق بطاقة ملاحظة مكونة من ثماني عشرة فقرة على أفراد عينة الدراسة. أشارت نتائج الدراسة إلى أن درجة امتلاك تلاميذ الصف الثاني الأساسي لمهارات التحدث كانت متوسطة، كما وجدت فروق ذات دلالة إحصائية عند مستوى الدلالة (α ≥ 0.05 ) لصالح الإناث في مهارة التحدث.

الملخص: هدفت الدراسة معرفة أنماط السلوك القيادي وعلاقته بتفويض السلطة لدى مديري ومديرات المدارس الحكومية في كل من مديرية تربية البادية الجنوبية ومديرية تربية قصبة معان من وجهة نظر المعلمين والمعلمات، وقد تكونت عينة الدراسة من (194) معلما ومعلمة بما نسبته (10%) من مجتمع الدراسة وفق متغيري المديرية والنوع الاجتماعي. ولتحقيق أهداف الدراسة تم تطوير أداتين لقياس كل من أنماط السلوك القيادي ودرجة تفويض السلطة، وجرى التحقق من صدقهما وثباتهما، كما تم استخدام المنهج الوصفي الارتباطي في الدراسة. وللإجابة عن أسئلة الدراسة تم إجراء التحليل الإحصائي باستخدام مجموعة من الأساليب الإحصائية اللازمة. وقد أظهرت نتائج الدراسة أن مديري ومديرات المدارس يتسمون بنمطي القيادة الديمقراطي والدبلوماسي وبدرجة كبيرة، بينما كانت درجة نمطي القيادة الاستبدادي والفوضوي لديهم بدرجة قليلة، كما أظهرت نتائج اختبار (ت) للعينات المستقلة واختبار تحليل التباين الأحادي عدم وجود فروق ذات دلالة إحصائية تبعا لمتغيرات المديرية والنوع الاجتماعي والمؤهل العلمي وسنوات الخبرة عدا ذوي الخبرة من (6-10) سنوات عن ذوي الخبرة أكثر من عشر سنوات، كما أظهرت نتائج اختبار (ت) للعينة الواحدة أن مستوى تفويض السلطة لدى مديري ومديرات المدارس كان بدرجة كبيرة، كما أظهرت نتائج تحليل التباين الثلاثي، وجود فرق دال إحصائيا تبعا لمتغير النوع الاجتماعي ولصالح الذكور الذكو، وعدم وجود فروق ذات دلالة إحصائية عند مستوى (0.05 α) تبعا للمديرية وسنوات الخبرة والمؤهل العلمي والتفاعل بين النوع الاجتماعي والمديرية والمؤهل العلمي وسنوات الخبرة، وأظهرت نتائج معامل ارتباط )بيرسون( بين نمط السلطة وتفويضها، وجود ارتباط موجب بين نمط السلطة الديمقراطي وتفويض السلطة، وكذلك نمط السلطة الدبلوماسي وتفويض السلطة، بينما يوجد ارتباط عكسي بين نمط السلطة الفوضوي وتفويض السلطة، وعدم وجود علاقة خطية بين نمط السلطة الاستبدادي وتفويض السلطة. وقد تضمنت الدراسة تفصيلا لنتائجها ومجموعة من التوصيات والمقترحات في ضوء تلك النتائج ا

الملخص: This study aims at analyzing assessment questions included in an Arabic language textbook (Communication Skills) for eight grade in the Jordanian schools according to the levels of knowledge in Bloom’s Taxonomy to reveal the percentages of distributing of these questions against this taxonomy. In order to achieve the purposes of this study, the researcher designed the instrument of analysis which he applied to the 520 questions included in the textbook for both first and second semesters. Data was identified, recorded and the results were compared to the standard percentages identified by using the means introduced by the specialists. The results of this study revealed that the textbook questions mostly focused on the lower levels of thinking. Results also showed a graphic disagreement between the percentages of the distribution of the textbook assessment questions and the standard percentages at five levels (Remembering, Understanding and Comprehension, Application, Analysis and Evaluation). In the light of these results, the research recommends that there should be a stronger focus on questions of higher levels of thinking in an Arabic Language textbook for grade eight particularly at the levels of application, analysis and evaluation. It also recommends a gradual increase of balanced questions in any future textbook production, and more content analysis studies should include Arabic language textbookat all stages.

الملخص: This study examines the Jordanian language teachers’ attitudes towards the use of differentiated instruction in teaching Arabic. The study sample consisted of 140 male and female teachers. A questionnaire consisting of 25 items was used to collect data. The study employed the descriptive survey method to analyse the data. The results of the study indicated that the attitudes of Arabic language teachers towards differentiated instruction were generally high, with the mean scores of participants' responses on the questionnaire items ranging between 3.150 and 4.193. The results also revealed statistically significant differences in the mean scores of the participants' responses at α ≤ 0.05 attributed to gender in favour of male teachers whereas there were no statistically significant differences in the mean scores of the participants' responses at α ≤ 0.05 attributed to academic qualification. Also, the results indicated that there were statistically significant differences in the mean scores of the participants' responses at α ≤ 0.05 attributed to experience in favour of those with 4 years of experience or less. The study recommends equipping the educational environment with suitable resources and facilities for differentiated teaching

الملخص: The purpose of this study was to investigate the impact of introductory Arabic language course on spelling and writing skills of university students, and to examine students’ spelling and writing skills based on their gender, major, and Grade Point Average (GPA). The study sample consisted of 100 students who were randomly selected. Single group, pre-test and post-test research design was used. The used instrument was performance test that included 45 multiple choice questions. The results showed that students’ spelling and writing performance had significantly improved as a result of taking Arabic Language Course (101). However, there were no significant differences in students’ spelling and writing performance based on their gender, major, and GPA. The recommendations of the study were to introduce spelling and writing topics in related language courses and to conduct more research studies in relation to university students’ language skills.

الملخص: Introduction. AI applications can improve pronunciation, reading comprehension, listening skills, and overall engagement through interactive and enjoyable methods. Moreover, they can build students’ confidence, strengthen linguistic capabilities, and foster critical thinking. As such, integrating AI in Arabic language instruction is seen as a promising investment in preparing students to meet the evolving demands, ensuring a balance between academic and practical competencies. Aim. This study aimed to investigate the impact of AI-generated misinformation on the learning of Arabic language skills at university studdnets in Jordan. Methodology and Research Method. The study sample consisted of 160 students enrolled in an Arabic language course. The participants were randomly assigned to two groups: an experimental group (80 students) and a control group (80 students). The study instrument was a multiple-choice test comprising 34 items assessing grammatical and spelling skills included in the Arabic course. Results. The findings revealed statistically significant differences between the mean scores of the control group and the experimental group on the post-test in favor of the the control group. This group followed traditional learning methods and relied on the official course materials and assigned readings. Furthermore, statistically significant differences were found between the experimental group’s pre-test and post-test scores, with better performance observed in the pre-test. Relevance of the Study. This study is one of the first studies in the Arab world aiming to examine the impact of misinformation generated by artificial intelligence tools on the development of Arabic language skills. It is particularly important due to the increasing use of AI by teachers and students, which may pose cognitive and linguistic risks that could affect the quality of language learning. Scientific novelty. This study is among the rare research works that link AI-generated “misinformation” with Arabic language education. Practical significance. The study’s findings provide an opportunity to design Arabic-specific linguistic analysis and assessment tools to identify errors resulting from the use of AI applications and to determine sources of inaccurate information. Moreover, the results highlight the necessity of guiding teachers and instructional designers to adopt educational strategies that account for these variables by enhancing students' critical thinking skills towards information sources.

الملخص: The purpose of this study was to examine motivational factors affecting the integration of Information and Communication Technology (ICT) in the educational practices of faculty members at a university in Jordan. A quantitative approach was used in which 35 participants completed a questionnaire. They were faculty members who were teaching in the first semester of the 2016–2017 academic years. The participants reported limited use of ICT for educational purposes. The most significant motivational factors they reported were internal and personal ones related to the direct benefits of ICT in terms of enhancing their teaching practice, enhancing students’ learning, and improving their job satisfaction. External factors including physical and moral motivational factors, as well as university support and encouragement, had a moderate influence on the participants’ use of ICT for educational purposes. Recommendations are presented based on the findings.

الملخص: هدفت الدراسة الكشف عن اتجاهات طلبة الثانوية العامة "التوجيهي" نحو منصة درسك المخصصة للتعلم عن بعد في الأردن في ظل جائحة كورونا، والتعرف إلى دلالة الفروق في هذه الاتجاهات وفقا لمتغيري الجنس والتخصص، باستخدام المنهج الوصفي المسحي. اشتمل مجتمع الدراسة على طلبة المرحلة الثانوية العامة في المدارس الحكومية التابعة لمديريات التربية في محافظة معان في الأردن خلال العام الدراسي (2019/2020 م)، حيث بلغ عددهم (1505) طالب وطالبة. وأما عينة الدراسة فتكونت من (200) طالب وطالبة من المجتمع المذكور. ولتحقيق أهداف الدراسة تم تطوير استبانة مكونة من أربعة مجالات هي: الأول -ارتباط العرض بالمادة الدراسية. الثاني -ارتباط العرض بمهارة التفكير لدى الطلبة. الثالث -مؤثرات العرض والتقنيات الفنية. الرابع-التقويم. وجرى التحقق من صدقها الظاهري من خلال عرضها على مجموعة من المتخصصين من أساتذة الجامعات والمشرفين التربويين والمعلمين والمعلمات أصحاب الخبرة، كما تم حساب الثبات لكل مجال من مجالات الدراسة، ومعامل الثبات للأداة ككل، حيث بلغ (0.975)، وهي قيمة مرتفعة ومقبولة لأغراض الدراسة. أظهرت النتائج أن المتوسطات الحسابية لأبعاد الدراسة تراوحت بين (1.605-2.498) وبدرجة موافقة متوسطة ومنخفضة، وجاءت قيم (T) لأبعاد الدراسة والأداة ككل تبعاً للنوع الاجتماعي غير دالة إحصائياً، كما أظهرت النتائج عدم وجود فروق في تقديرات أفراد العينة على متوسطات أبعاد الدراسة وفقاً للتفاعل بين النوع الاجتماعي والتخصص الأكاديمي. وأوصى الباحثان بضرورة تطوير محتوى منصة درسك معرفيا وتقنيا وفنيا، ونشر ثقافة التعلم عن بعد لا سيما بين المعلمين والطلبة، وتوفير بنية تعليمية تحتية ملائمة لتطبيق هذا التعلم، وإزالة المعوقات البشرية والمادية والفنية التي تؤثر عليه.

الملخص: Reading constitutes a multifaceted cognitive activity encompassing skills such as recognizing, understanding, and analyzing linguistic symbols. Proficiency in reading holds great importance as it serves as an educational tool and pathway for acquiring knowledge and skills and promotes the development of cognitive, linguistic, and physical abilities and aptitudes. The present study investigated the effect of active learning strategies on the development of Arabic oral reading skills for low-achieving second-grade students in remote areas of Jordan. The study population comprised 170 students, out of which as ample comprising 20 low-achieving second-grade pupils (11 females and nine males), was purposefully selected based on grades (less than 60%) in the Arabic language course. A pre-experimental design involving a one-group pretest-posttest research was used. The study identified 17 oral reading skills that the students needed to master. Over seven weeks, the participants were taught using active learning strategies, including visiting guests, learning by playing, telling the story, and peer education. The results showed statistically significant differences in the students' levels of oral reading skills due to the use of active learning strategies. The study recommends paying greater attention to the basics of teaching Arabic, particularly for students in the first three grades. There is also a need to apply active learning strategies to develop oral reading skills for students' reading proficiency, as weaknesses in these skills can lead to academic failure and negatively impact their lives.

الملخص: هدفت هذه الدراسة معرفة فاعلية برنامج تعليمي مقترح مستند إلى أنموذج كيلر للتصميم التحفيزي في تحسين مهارات تحليل النص الأدبي في مبحث اللغة العربية لدى طلاب الصف العاشر الأساسي في الأردن. استخدم الباحثان المنهج التجريبي ذا التصميم شبه التجريبي، وبلغ عدد أفراد الدراسة (40) طالبًا من مدرسة النقيرة الثانوية للبنين التابعة لمديرية التربية والتعليم في لواء الموقر. وجرى توزيع شُّعب الدراسة عشوائيًّا على مجموعتين: تجريبية بواقع (20) طالبا، وضابطة بواقع (20) طالبا، حيث درست المجموعة التجريبية وفق البرنامج التعليمي المقترح، أمّا المجموعة الضابطة فدرست وفق الطريقة الاعتياديّة، وأعدّ الباحثان البرنامج التعليمي، واختبار مهارات تحليل النص الأدبي إذ تضمّن الاختبار خمس مهارات (الألفاظ والتراكيب، والأفكار، والصور والخيال، والأسلوب، والعاطفة)، حيث جرى التأكد من صدقه وثباته، وطُبّقت هذه الدراسة في الفصل الدراسي الثاني من العام الدراسي 2024 – 2023. وبعد تطبيق الدّراسة وإجراء التحليل الإحصائي اللازم لبياناتها، أظهرت نتائجها وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (α≤0.05) في تحسين مهارات تحليل النص الأدبي في اللغة العربية لدى طلاب الصف العاشر الأساسي لصالح المجموعة التجريبية التي درست وفق البرنامج المستند إلى أنموذج كيلر للتصميم التحفيزي. وفي ضوء نتائج الدراسة قدّم الباحثان عدّة توصيات أبرزها: ضرورة الاهتمام بتفعيل استخدام أنموذج كيلر للتصميم التحفيزي في تدريس مبحث اللغة العربية؛ لأثره الإيجابي في تحسين مهارات تحليل النّص الأدبي لدى طلاب الصف العاشر الأساسي في الأردن.

الملخص: هدفت هذه الدراسة التعرف إلى درجة تضمين قيم المواطنة الرقمية في كتب اللغة العربية للمرحلة الأساسية العليا. وتكوّنت العينة من (192) معلماً ومعلمة ممن دَرَّسوا مادة اللغة العربية للصفوف من السابع إلى العاشر الأساسي في مدارس محافظة معان بالأردن، خلال العام الدراسي (2020/2021م)، وتم اختيارهم بالطريقة القصدية. اعتمد الباحثون على المنهج الوصفي باستخدام استبانة كمقياس للمواطنة الرقمية، اشتملت بصورتها النهائية على (37) فقرة توزعت على (5) مجالات. وجرى التحقق من صدقها عن طريق صدق المحكمين وصدق الاتساق الداخلي، كما جرى حساب ثباتها بتطبيقها على عينة استطلاعية، ومن خلال حساب كرونباخ ألفا، وبلغت قيمة الثبات (0.91). أظهرت النتائج أن درجة تضمين قيم المواطنة الرقمية في الكتب المذكورة متوسطة، كما أظهرت النتائج عدم وجود فروق ذات دلالة إحصائية في تقديرات عينة الدراسة لدرجة تضمين قيم المواطنة الرقمية في الكتب المذكورة تبعا لمتغيري الخبرة والجنس. وقدّم الباحثون عدة توصيات أبرزها: ضرورة إعادة النظر في كتب اللغة العربية؛ لترسيخ قيم المواطنة الرقمية لدى الطلبة.

الملخص: This study examines the impact of e-learning using the Microsoft Teams platform on developing grammatical, spelling, and lexical skills among university students in Jordan. The study employed a quasi-experimental design with a sample of university students divided into an experimental group and a control group to assess the differences in achievement between traditional face-to-face teaching and e-learning via the Teams platform. The results showed statistically significant differences in favour of the experimental group in grammatical skills, while no statistically significant differences were found in spelling and lexical skills, indicating the effectiveness of e-learning particularly in improving grammatical skills. This is attributed to the distinct nature of each skill and their different requirements in teaching methods and practical training. The study contributes to filling a research gap related to the impact of a specific e-learning platform on learning Arabic, especially in precise language skills. It offers new insights into integrating technology in language education and its effects on grammatical, spelling, and lexical skills. It supports decision-makers in developing curricula and training programs that integrate e-learning technologies to improve learning quality. Keywords:

الملخص: This study investigated how Jordanian teachers integrate artificial intelligence applications into the English language teaching process, as well as how much these technologies improve their job and the performance of their students. A questionnaire was used to collect data from 456 teachers from Irbid schools about the amount of AI integration, the most often used technologies, and the problems. The findings revealed that teachers were quite satisfied with AI, particularly ChatGPT, which was the most popular at 82%, followed by Grammarly and QuillBot. The overall level of integration was strong in all areas, including planning, execution, evaluation, and classroom management. This demonstrates that AI considerably improves students’ performance, particularly in terms of writing skills, mistake reduction, and vocabulary expansion. The analysis also revealed that AI-based planning, execution, and assessment had a direct and actual influence on students’ performance, with an explanation rate of 63%, which is an acceptable figure. On the other hand, there were no significant differences based on gender, elementary and secondary education, or years of experience. This means AI spread at the same rate across all levels. As for challenges, the biggest concerns were weak technological infrastructure (52%) and insufficient teacher training (47%). Despite these challenges, overall satisfaction was high. In conclusion, AI is no longer just an intruder; it has become part of the teacher's job and is clearly having a positive impact on students’ learning.

الملخص: The purpose of the study was to examine the extent and nature of classroom verbal interaction in tenth-grade, Arabic language class using Flanders Interaction Analysis Category System (FIACS). In addition, the study examined extent and nature of classroom verbal interaction in this class based on teachers’ gender, academic degree, and years of experience. The study sample consisted of 63 teachers who were teaching Arabic language for tenth grade in a group of schools in Ma'an governorate in Jordan. The used data collections tool was an observation sheet that developed based on FIACS for classroom observation. The results revealed that the most common form of classroom verbal interaction was “teacher talk”. The “direct influence” component of teacher talk was the dominant form of teacher talk with a rate of 40%. The least common form of classroom verbal interaction was “silence or confusion” with a rate of 0.07%. Furthermore, the results showed that there were no significant differences (α =.05) in extent and nature of classroom verbal interaction based on teachers’ gender and academic degree. However, there were significant differences (α =.05) in extent and nature of classroom verbal interaction based on teacher’ years of experience. Based on the findings, the study provided a set of recommendations. There is a need to improve classroom verbal interaction through encouraging teachers to initiate conversation with their students, encouraging students to participate in classroom events and discussion, and encouraging students to express and share their ideas and opinions during the class. The study recommended that there is a need to conduct more similar studies in other grades rather than tenth grade and in other subjects rather than Arabic language.

الملخص: Introduction. Artificial intelligence and machine learning have a significant influence on all aspects of the education process. with all digital developments, there is no clear measurement of the impact of AI and ML on the learning outcomes of Jordanian students. The actual use of AI in classrooms differs greatly from the scholarly ideas that address its advantages. despite all the platforms, gadgets, and clever apps, there is still no thorough study that provides an answer to the question whether students learn more effectively. Aim. This study investigated how digital learning affects students' learning outcomes, and how it improves educational quality and student experience. Methodology and research methods. The sample included 388 students. Also, semi-structured interviews were conducted with 24 professors to better understand qualitative characteristics, such as instructors' opinions, daily challenges, and aspirations. Results. The results indicated that digital learning is the most powerful element directly influencing learning outcomes as it engages with students most effectively when they have a well-equipped digital environment. It allows them to learn faster, be more motivated, and do their assignments successfully. Furthermore, the study revealed that students who had more exposure to AI and ML applications were more engaged, performed better and comprehended topics clearer. teachers' responsibilities have shifted from "information transmitters" to digital mentors who can coach students and carefully assess their performance statistics. The educational process has become more efficient as teachers may create tailored curricula based on students’ level and identify each student's strengths and limitations. Scientific novelty. The study demonstrated that incorporating ML, AI, and digital transformation into education is not a luxury but rather a true educational requirement to enhance learning and educational results. Practical significance. The future of education in Jordan will increasingly lean towards technology, and through an integrated digital environment, the efficiency of students, teachers, and institutions will increase, making them more prepared for the job market and future requirements.