A Critical Literature Review on The Integration of Information Communication Technologies in the Teaching and Learning of English Language: An Emphasis of a Total Immersion Approach (Published)
This critical literature review examines Stephen Krashen’s theory of language acquisition and learning, focusing on the implications of its six key models: The Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, the Affective Filter Hypothesis, and the Compelling Input Hypothesis. The study explores how the integration of Information and Communication Technologies (ICTs) can modernize and enhance these models to address contemporary language teaching challenges, with a specific focus on supporting learners in Special Needs Education (SNE). Key objective of this study was to analyze the alignment of ICT tools with Krashen’s principles to optimize language acquisition, explore the role of ICT in addressing the unique needs of SNE learners and identify best practices for integrating ICT into language teaching frameworks. The main findings this study shows that the integration of ICT enhances access to rich and diverse linguistic input, supports individualized and self-paced learning, and reduces affective barriers by fostering engaging and low-stress environments. ICT tools also enable adaptive content delivery, accommodating the varied learning styles of SNE learners. However, the potential of ICT remains underutilized due to systemic and practical barriers. Major analyzed in the study challenges include limited ICT infrastructure, inadequate teacher digital literacy, resistance to technology adoption, and a scarcity of tailored ICT solutions for SNE learners. This study also analyzed relevant solutions to remedy the situation. Overcoming these barriers requires increased investment in ICT infrastructure, robust teacher training programs, development of inclusive ICT tools, and policies promoting equitable access to technology in education. The following recommendations are also put forward: Policymakers, educators, and stakeholders must prioritize sustainable ICT integration strategies, implement continuous professional development for teachers, and encourage evidence-based research on ICT’s role in language acquisition, particularly for SNE learners. In conclusion, aligning ICT integration with Krashen’s theoretical framework offers significant potential to transform language teaching, making it more inclusive, adaptive, and effective in meeting diverse learner needs.
Keywords: Acquisition, CT, Digital, E-learning, Educational, English, Language, Learning, Technology, Transformation, affective, filter, immersion, individualization
Developmental Stages Of the Production of Passive Voice by Children Native Speakers of Jordanian Arabic (Published)
This study aims at investigating the children’s production of passive voice in Jordanian Arabic. It sheds light on the factors that may influence the children’s production of some passive forms in Jordanian Arabic. The sample of the study consists of thirty Jordanian children who belong to five age groups from 3; 0 – 7;11 years old. Each of these groups includes six children with equal number of males and females chosen randomly from an elementary school in Jordan. A production test was given to the children using six pairs of pictures that illustrate the contrast between the active and passive sentences. The findings indicate the nature of the construction of passive in Jordanian Arabic does not have that complexity which may pose difficulties for the Jordanian children in their production of passive voice. The increase in age is accompanied by improvement in the child’s linguistic abilities necessary for the production of passive voice.
Keywords: Acquisition, Age, Arabic, Passives, Production
The Advent of Islam has launched the Greatest Arabic Language Planning Process Ever-made in History for a Language (Published)
This descriptive and analytical research conducted to investigate the relationship between the advent and spread of Islam and its reflections on the development and growth of the Arabic language from one side, and link that with the contemporary principle, concepts and theories of language planning from the other side. The coming and spread of Islam has made major procedures that have enhanced the status, corpus and acquisition of Arabic. They include selection, standardization and codification of the Arabic language as the official language for the Muslim community and state. The advent of Islam has made great linguistic changes to the Arabic language components including its phonetics and phonology, morphology, syntax and semantics. These procedures have changed the Arabic status from a language of local tribes to an international language spoken by about 450 millions in the world; it has also become the native and official language for 22 countries and the liturgical language for about 1.7 billion Muslims. Learning and disseminating Arabic is enhancing, booming and increasing worldwide.
Keywords: Acquisition, Corpus, Language Planning, Status, and Arabic language., the Advent of Islam