The Deviated Role of the Online Home-Delivered Assessment during the has been Pandemic of Covid-19 : A case Study of the Experience of Palestine Technical University – Kadoorie (PTUK) in Assessing English Language Introductory Courses.

The aim of this study was to investigate the deviated role of the online home-delivered assessment during the has been pandemic situation of the Covid-19 and also to investigate from the researcher s point of view and as a case study the experience of Palestine Technical University Kadoorie PTUK in assessing and evaluating English language introductory courses namely English 1 no 15200106 English 2 no 15200112 and Remedial English no 15200099 To achieve the purpose of this study the researcher followed a qualitative analytical approach which was implemented for the available related research which was casted in a relative chronological order in a survey-like orientation Findings of this study indicate that the role of the assessment process through the online home-delivered mode has been deviated and perverted because of the fact that a considerable number of students learners and exam-takers all over the world have been able to resort to various cheating practices and strategies that have negatively affected the maxims of reliability validity fairness and equality these maxims have long been supposed to be safeguarded by and through any assessment process and for them to be profoundly violated by the cheating practices in the online home- delivered assessment process resulted in doubtful educational judgments unreal grades misleading feedback and in addition an anticipated measurable learning outage and loss Findings of this study also indicate that cheating practices which have been enhanced by a considerable number of students learners and exam- takers have also yielded a moral and ethical outage because the tendency to cheat represents a perverted learning behavior that should be viewed to the educational process as dangerous and risky as that of the learning outage within the same context and as far as the investigative scope of this study is concerned this study concludes that the tendency to cheat not only violates the maxims upon which any assessment process is built but has also corrupted some human values that are supposed to be elevated by any assessment process such honesty righteousness equal opportunities and self-dependence Findings of this study indicate that the status of English language learning and teaching was so worrying if compared to the pre- pandemic situation especially in a foreign setting Findings of this study further indicates that the experience of Palestine Technical University Kadoorie PTUK in assessing some of the English language introductory courses during the has been Pandemic of Covid -19 has not been so different from those experiences of other universities and colleges all over the world Accordingly this study recommends further empirical and diagnostic research to shed more understanding towards this ethical and moral dilemm

The Status and the Specifications of the Questions of an Achievement Exam from the Points of View of the Teaching Staff-members of Palestine Technical University- Kadoorie (PTUK)\Tulkarm-Campus

The aim of this study was to investigate the status and specifications of the questions of an achievement exam from the points of view of the teaching staff-members of Palestine Technical University Kadoorie PTUK Tulkarm campus to achieve the purpose of this study the researchers followed a descriptive quantitative approach through which a 24-item questionnaire was distributed after ensuring its reliability and validity to a sample of 140 subjects out the population of 355 teaching staff-members of PTUK Findings and conclusions of this study confirm the shaggy and blurred reality of the status and the specifications of the questions of an achievement exa

Relevancy and Outlook of the Technology-Enhanced Education within Digital Contents, Resources and Tools

Digital technology has become one of the most dictating determinants of this modern age; technology is gradually taking wider roles in every aspect of human activity and practice; education, teaching, and learning have centrally been apt to a wide range of changeability: technology-enhancement has facilitated the emergence of new concepts in education; technology- enhancement has also incorporated new roles for teachers, students, learning content, pedagogy, learning resources, instructional media and tools; as a consequence, the aim of this study was to investigate the relevancy and outlook of such a technology –enhanced education within the three domains of digital content, digital resources, and, digital tools. To achieve the aim of this study, a juxtaposed qualitative approach was followed to reveal and then describe such relevancy and outlook; the available literature has profoundly been surveyed to support the argument and the investigative range of this study; consequently, three essays, which are separate in form, but interrelated in their thematic topicality, have investigated three related issues: the first is why technology enhancement has dictated itself to the educational system, and how it has been changing the whole educational system; the second is why and how digital content can be an unavoidable digital resource and why there is a call to exploit digital contents and digital resources; the third is how digital tools, "Grammarly" as an example, bears some functional limitations that can cast some uncertainty over the degree of dependability that they are supposed to record. Accordingly, this study has generally concluded that technology enhancement, digital contents, digital resources, and digital tools are advantageous and exploitable as long as they are exploited rationally and reasonably;  technology enhancement should be understood as an extension and not as a substitution to traditional educational practices;  the study also concluded that the overdependence on technological and digital solutions could cast various risks on Human Intelligence (HI), thinking, attitudes, and behavior. This study comes up with various recommendations

The Usability Outlook of Computer-Based Exams as A means of Assessment and Examination: A case study of Palestine Technical University

Recently, computer-based exams, in replacement for the traditional paper-based exams, have become a booming trend that is endorsed by many educational institutions and universities all over the world; this endorsement has been a direct outcome of the advancement in computer technology and the rapid spread of the internet. Accordingly, the aim of this study was to investigate the usability outlook of computer –based exams  as a means of assessment and examination , and to identify some of the reflections on the experiment of Palestine Technical University- Kadoorie  (PTUK)\ Tulkarm Campus in implementing  such an assessment on one of the English language introductory courses , namely, Remedial English course (no.15200099). To achieve the purpose of this study, and to answer its questions, the researcher scrutinized, in a survey-like and a descriptive methodology, throughout the findings and conclusions of the available related literature in order to draw a line of understanding in regard to the main aim of this study and its questions. The findings of this study revealed that using computer-based exams in replacement for the traditional paper-based exams represents a domain of an ongoing debate between adherents and opponents who anchor their points of view to various sets of reasons and rationales. The findings  also pointed out some problems and setbacks in regard to the experiment of (PTUK) in implementing computer-based exams, as means of assessment and examination , on  one of the English language introductory courses, namely, Remedial English course (no.15200099); some of these problems and setbacks are mainly connected with the  (LMS-Moodle), which is used as a medium of carrying out and disclosing the Remedial English Exam,  and, in addition, the complete dependence on multiple-choice questions, which are the only type used by (LMS-Moodle).  The study concluded with some recommendation for future research

The Applicability Scope of (L1) in The Teaching-Learning of The Skills, Sub-skills and Components of (L2): The role of (L1)-translation as A Vehicle Technique to Carry Out such A Scope

The aim of this study was twofold: First, I will identify the domains of the applicability scope of (L1) in the teaching–learning of skills, sub-skills and components of (L2).  Second, I will find out the technique employed to carry out such an applicability scope of (L1) in the teaching-learning of skills, sub-skills and components of (L2). To achieve the purpose of this study, the researcher followed an argumentative analytical methodology while digging throughout the available related literature that was presented and arranged into a relative chronological format.  Findings of this study indicate that those skills, sub-skills  and components of (L2) , which can be taught or learnt within such an applicability scope of (L1) , are surprisingly very limited and not as wide as they thought to be because they constitute only (6) out of the sum of (37) other applications of this applicability scope which were  categorized into two other domains of the (L1) applicability scope:  the first constitutes (11) domains that are indirectly related to the teaching –learning of skills, sub-skills and components of (L2), and the second domain represents the sum of (20) other applications that are remotely and barely  connected with the teaching –learning of skills, sub-skills and components of (L2). Findings of this study also indicate that (L1)-translation technique is the central, if not the lone, vehicle to be enhanced in order to implement such an applicability scope of (L1) in the teaching –learning of skills, sub-skills and components of (L2); in addition, this study concluded that (L1)-translation is practically enhanced as a method of assessment and testing to evaluate students or learners' achievement in (L2). As a result, this study came out with various related recommendations

The Usability Outlook of Computer-Based Exams as A means of Assessment and Examination: A case study of Palestine Technical University

Recently, computer-based exams, in replacement for the traditional paper-based exams, have become a booming trend that is endorsed by many educational institutions and universities all over the world; this endorsement has been a direct outcome of the advancement in computer technology and the rapid spread of the internet. Accordingly, the aim of this study was to investigate the usability outlook of computer –based exams as a means of assessment and examination , and to identify some of the reflections on the experiment of Palestine Technical University- Kadoorie (PTUK)\ Tulkarm Campus in implementing such an assessment on one of the English language introductory courses , namely, Remedial English course (no.15200099). To achieve the purpose of this study, and to answer its questions, the researcher scrutinized, in a survey-like and a descriptive methodology, throughout the findings and conclusions of the available related literature in order to draw a line of understanding in regard to the main aim of this study and its questions. The findings of this study revealed that using computer-based exams in replacement for the traditional paper-based exams represents a domain of an ongoing debate between adherents and opponents who anchor their points of view to various sets of reasons and rationales. The findings also pointed out some problems and setbacks in regard to the experiment of (PTUK) in implementing computer-based exams, as means of assessment and examination , on one of the English language introductory courses, namely, Remedial English course (no.15200099); some of these problems and setbacks are mainly connected with the (LMS-Moodle), which is used as a medium of carrying out and disclosing the Remedial English Exam, and, in addition, the complete dependence on multiple-choice questions, which are the only type used by (LMSMoodle). The study concluded with some recommendation for future research. KEYWORD

Strategies of Learning English Vocabulary and Grammar by Freshmen University Students: A Case Study of An-Najah National University and Palestine Technical University-Kadoorie(PTUK)\ Tulkarm

This study aimed to investigate the learning strategies practised by Palestinian Arabic-speaking freshmen students of An-Najah National University-Nablus, and Palestine Technical University-Kadoorie (PTUK) - Tulkarm Campus while learning English vocabulary and Grammar. To achieve the purpose of this study, the researchers followed a descriptive quantitative approach, and as a result, a 20 -item questionnaire was constructed and distributed to a random sample of (260) freshmen students who were enrolling in English introductory courses. Findings of this study indicated that students mostly exploit learning strategies that require the minimum effort and toil, and, by the same token, they -the students- follow the same paradigm in enhancing learning strategies that mainly depend on repetition and rote learning, especially while learning English grammar. Findings of this study indicate that the learning strategies practised by students; while learning English grammar and vocabulary are mostly under the effect of those learning strategies which have been acquired during school education. Findings of this study also indicate that there were no statistical differences in regard to the variable of gender, university, and college because of the geographical, cultural, and attitudinal proximities among the subjects of this study. Depending on the findings of this study, the researchers have come to various sets of conclusions and recommendations