البحوث العلمية

<p>&nbsp;</p> <div> <table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" dir="rtl" style="border-collapse:collapse; border:none; margin-left:-4.55pt; mso-border-alt:solid windowtext 1.5pt; mso-border-insideh:1.5pt solid windowtext; mso-border-insidev:1.5pt solid windowtext; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-table-dir:bidi; mso-table-layout-alt:fixed; mso-yfti-tbllook:416; width:576px"> <tbody> <tr> <td style="background-color:#fbd4b4; border-color:black; border-style:solid; border-width:1.5pt; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl"><strong>عنوان البحث</strong></span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">Measuring EFL Teachers&#39; Knowledge of Communicative Language Teaching Approach and their Practices in the Jordanian Public Schools.&nbsp;</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">A Content Analysis of Themes and Illustrations in Action Pack Eight which Include Cross- Cultural, Intercultural Arabic- Islamic Cultural and National Cultural Aspects.&nbsp;</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">Measuring the Awareness of the Iraqi Students at Yarmouk University (in Jordan) of the New Iraqi Sociolinguistic Semantics.</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">The effect of CALL proposed Program on University Students&#39; Achievement in English</span></span></span></p> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">&nbsp;</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">The Impact of Directed Listening Thinking Activity (DLTA) on Developing University Students&#39; Listening Competencies.</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">The Impact of Audio-Visual Aids (AVA) and Computerize Materials (CM) on University ESP Students&#39; Progress in English Language.</span></span></span></p> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">&nbsp;</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">The Effect of Flexibility and Fluency Strategies on Developing Creative Writing Skills in English Language Subject of the Fourth Preparatory Literary Students.</span></span></span></p> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">&nbsp;</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">The Effectiveness of P.O.S.S.E Strategy on Improving Reading Comprehension of The EFL University Students.</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">A Proposed Training Program on Teaching Listening Strategies for EFL Student- Teacher at The Faculty of Education.</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">The Effectiveness of Using some Feedback Strategies via Technology to Develop Iraqi EFL Students&#39; Listening Performance.</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">An Investigation Into Listening Strategies Utilized by Secondary Students At Kubaysah City In Anbar.</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">The Effect of an Instructional Listening Program on Secondary Students&#39; Listening Achievement&nbsp;</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">The Impact of Using MALL on Developing EFL Starter Teachers&#39; Writing Strategies</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">The Attitude of Displacement Female Students Toward Continuing Their University Study</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">Measuring University Of Anbar EFL Students&#39; Awareness of Emoji Faces in<br /> WhatsApp and their Implementations</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">The Effect of Using Mobile Assisted Language Learning (MALL) in Developing University Students&rsquo; English Language Achievement</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">The Impact of Learning Program Based on Smartphone Applications for English Language Learning (SAELL) on Developing Students&rsquo; Language Performance&nbsp;</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">Investigating the Limitations that Encounter University Students in Using Mobile Assisted Language Learning (MALL)</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">Measuring EFL Teachers&#39; Implementations of Communicative Language Teaching</span></span></span></p> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">in Teaching Speaking Skills</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">Measuring EFL Teachers&#39;&#39; Implementation of Discovery </span></span></span><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">Learning Strategies in Primary </span></span></span><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">School</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">University EFL Students&#39; Attitudes Toward Writing in English Language</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">The Degree of Existence of Iraqi Nationality Identity in the English Textbooks of Secondary Schools</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">Analyzing the Concept of Speech Act of Thanking in the English Textbooks<strong> </strong>of Primary Schools&nbsp;</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">Investigating The Obstacles That Face Primary and Intermediate Students in Using Mobile Assisted Language Learning (MALL) from Teachers&#39; Perspectives&nbsp;</span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">The Effect of MALL in Teaching Summarization Strategies on Intermediate Students&#39; Writing Achievement</span></span></span></p> </td> </tr> <tr> <td style="border-bottom:1.5pt solid black; border-left:1.5pt solid black; border-right:1.5pt solid black; border-top:1.5pt none; text-align:center; vertical-align:top; width:205.5pt"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl">The Effects of Story Mapping and Hortatory Exposition<br /> &nbsp;(2022) Techniques on Students&rsquo; Compositions</span></span></span></td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><span dir="rtl"><strong>A Comparative Study Between Iraqi and Jordanian EFL Students&#39; Metacognitive Awareness of Listening to Lectures</strong></span></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><strong>The Role of&nbsp; Educational Applications in Enhancing Special Needs Pupils&#39; English Language Performance (2022)</strong></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><strong>Iraqi Post-Graduate Students&rsquo; Tendency towards Learning English (2022)</strong></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><strong>The Effect of an Instructional Listening Program on</strong></span></span></p> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><strong>Secondary Students&#39; Listening Achievement</strong></span></span></p> </td> </tr> <tr> <td style="border-color:black; border-style:solid; border-top:none; border-width:1.5pt; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-family:Georgia,serif"><span style="font-size:16px"><strong>The Impact of First Language and Audio-Visual Aids on Students&#39; Vocabulary Achievements</strong></span></span></p> </td> </tr> <tr> <td style="border-bottom:1.5pt solid black; border-left:1.5pt solid black; border-right:1.5pt solid black; border-top:1.5pt none; text-align:left; vertical-align:top; width:205.5pt"><span style="font-family:Georgia,serif"><span style="font-size:16px">The Role of Some Instructional Tools&nbsp; in Facilitating Students&#39; Pronunciation:&nbsp; A Case StudyThe Role of Some Instructional Tools&nbsp; in Facilitating Students&#39; Pronunciation:&nbsp; A Case Study (2023)</span></span></td> </tr> <tr> <td style="border-bottom:1.5pt solid black; border-left:1.5pt solid black; border-right:1.5pt solid black; border-top:1.5pt none; text-align:left; vertical-align:top; width:205.5pt"> <p style="text-align:center"><span style="font-size:14pt"><span style="font-family:&quot;Times New Roman&quot;,&quot;serif&quot;"><strong>The Significance of the Abstract in Academic Research&nbsp; (2024)</strong></span></span></p> </td> </tr> <tr> <td style="border-bottom:1.5pt solid black; border-left:1.5pt solid black; border-right:1.5pt solid black; border-top:1.5pt none; text-align:left; vertical-align:top; width:205.5pt">The Role of Story Mapping Technique in Comprehending<br /> William Shakespeare&#39;s Selected Plays (2024)</td> </tr> <tr> <td style="border-bottom:1.5pt solid black; border-left:1.5pt solid black; border-right:1.5pt solid black; border-top:1.5pt none; text-align:left; vertical-align:top; width:205.5pt">Exploring Reading Comprehension Strategies and Their Influence on EFL Students&#39; Reading Competence (2024)</td> </tr> <tr> <td style="border-bottom:1.5pt solid black; border-left:1.5pt solid black; border-right:1.5pt solid black; border-top:1.5pt none; text-align:left; vertical-align:top; width:205.5pt">Assessing the Influence of Peer Interaction and Language Anxiety on Speaking Skills Performance (2024)</td> </tr> <tr> <td style="border-bottom:1.5pt solid black; border-left:1.5pt solid black; border-right:1.5pt solid black; border-top:1.5pt none; text-align:left; vertical-align:top; width:205.5pt">Interaction as a Mechanism to Enhance English Language Proficiency in the Classroom (2024)</td> </tr> </tbody> </table> </div> <p><span style="font-family:Georgia,serif"><span style="font-size:16px">&nbsp;</span></span></p> <p>&nbsp;</p> <p>&nbsp;</p>

المحاضرات العلمية