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This cross-sectional study examined the effects of English language proficiency on Jordanian EFL students' production and comprehension of apology strategies. The participants were 270 Jordanian EFL learners and 90 native speakers of English. Data were collected using Written Discourse Completion Test (WDCT) and Multiplechoice Discourse Completion Test (MDCT). Descriptive statistics and the Spearman rank-order correlation coefficient (rho) test were used to analyse the data. Results showed that Jordanian EFL learners' production and comprehension of apology strategies are influenced by their levels of English language proficiency. A small to large negative correlation relationship was reported between Jordanian EFL learners' language proficiency and the production of explicit apology strategies and non-apology strategies. On the other hand, the study revealed a small to medium positive correlation relationship between Jordanian EFL learners' language proficiency and the production of less-explicit apology. The study also showed a significant correlation relationship between proficiency and the comprehension of apology strategies. Thus, teachers of English at Jordanian schools may need to consider focusing on classroom activities that can help EFL learners enhance their pragmatic knowledge of apology strategies.

This quasi-experimental study examined the contribution of concept-oriented reading instruction (CORI) on fifth grade students' reading comprehension, motivation and metacognition. Participants were sixty-six fifth grade female Jordanian students who matched in gender, socioeconomic status, number of years learning English, and school attended. Students completed measures of reading comprehension test, motivation, and metacognition twice (before and after the intervention reading program). Results of pre- and post-test analyses of female students' responses to the reading test and the metacognition and motivation questionnaires showed that reading comprehension, motivation, and metacognition increased only in the CORI group. This study has revealed the feasibility of implementing CORI in EFL reading contexts.

The purpose of this paper is to map out the status of English language teaching (ELT) as practised in the Arab World and, specifically, in Jordan today. The study also aims to bring into focus significant issues that need to be addressed in ELT in the Arab World. This paper presents a review of the current status of English language education, with an emphasis on the need for urgent reforms in the teaching of English in the Arab World. Further, longitudinal data in respect to classroom and workplace English proficiency are presented. English language education seems to be up-to-date teacher-centred and bound to other issues such as teaching the textbook rather than focusing on developing lifelong strategies. There is a critical need for writing national standards for English language professional development programmes that should be based on the findings of sound research. The paper highlights the significance of teaching English language through observing and reviewing the current practices.

This study examined the frequent cognitive strategies used by Jordanian undergraduate EFL students and how these cognitive strategies are related to students' class levels and Grade Point Averages (GPAs). The study used the quantitative research design. Sixty-two EFL students in an academic reading course at a public university in Jordan were randomly selected to respond to a questionnaire which was adapted from Oxford (1990). Data were analysed using descriptive statistics, independent samples t-test, One-Way ANOVA, and Scheffe test. The study revealed that the top four frequent cognitive strategies used by EFL students are inferencing, prediction, elaboration, and paraphrasing. In other words, this study revealed that these cognitive strategies are useful techniques for EFL students to use in academic reading courses. The study also showed that there are no significant differences between students' use of cognitive strategies and their class level. In addition, One-Way ANOVA and Scheffe tests revealed that there are significant differences between three cognitive strategies which are sounds, prediction, and paraphrasing and students' GPAs, in favour of students with excellent GPAs. Thus, in EFL contexts, teachers of academic reading courses need to train students to use cognitive strategies effectively for better academic reading comprehension. This can be enhanced through designing reading activities and tasks that should involve the use of cognitive strategies in order to help EFL students practice these strategies. [ABSTRACT FROM AUTHOR]

Despite tax being a fundamental method to redistribute wealth and achieve a sustainable economic and social system, tax agencies and institutions in most countries are struggling with low tax collections. This issue is often attributed to the level of compliance among taxpayers. To gain more insight into this problem, a study was conducted to examine how socio-economic determinants such as probability of detection, tax complexity, tax penalty, tax sanctions, tax ethics, tax justice, government spending, and tax services quality impact VAT compliance decisions. The study drew a random sample of 770 retail industry participants from Jordan, an Arabic country, for a self-administered survey. Smart-PLS structural equation modeling was used to analyze and estimate the compliance model. The results indicated that all proposed direct relationships were supported, and the interactions between tax knowledge and the socio-economic determinants on VAT compliance were found to be significant. The findings of this research can be useful for policymakers and institutions responsible for taxpayers' communities to understand the role of tax knowledge in VAT compliance in the retail industry. The study emphasizes the significance of instilling tax knowledge, social and moral values among VAT payers, establishing an equitable system, and launching awareness programs in Jordanian society. Additionally, it contributes to existing literature by confirming a practical compliance model rooted in the socio-economic theory of regulatory compliance. This model incorporates the moderating effect of tax knowledge within socio-economic aspects of VAT compliance. By understanding the importance of tax knowledge, policymakers and institutions can develop effective strategies to boost VAT funds and improve compliance in the retail industry. This can ultimately lead to increased government revenues without placing an undue economic burden on lower-income taxpayers. [ABSTRACT FROM AUTHOR]