The Level of Creativity in English Writing among Jordanian Secondary School Students

The aim of this study is to explore the level of creativity in English writing among Jordanian secondary school students. The researchers have used a random sample of 100 students of secondary school students in Irbid and Amman cities in Jordan. Adapetd Torrance Test of Creative Thinking (TTCT) was used to measure their creativity in English writing. TTCT test is thought to be the best test to evaluate the creativity dimensions of students in writing. TTCT assesses fluency or the number of ideas; flexibility, the variety of categories in the answers; and originality, which consists in considering innovative answers, neither familiar nor inappropriate. The results of the study showed that the respondents fall in the moderate level of creativity. Keywords: Creativity Dimensions, Creativity in EFL writing, Level of creativity, Jordanian     Secondary School Students, TTCT.

Autonomy and Its Role in English Language Learning: Practice and Research

This chapter picks up discussion in the previous edition of this handbook of how the concept of autonomy has influenced language education and applied linguistics in recent years. It begins by discussing the philosophical and practical origins of learner autonomy in language education and particularly in English language teaching and how these have developed over the last 10 years. Key practical initiatives and research findings are reviewed to illuminate how autonomy has been interpreted in relation to learners, teachers, and the learning situation; how it has been linked or contrasted with other constructs; and how fostering autonomy has been seen as a part of pedagogy. Recent developments from the earlier edition are discussed regarding metacognition and, in particular, various contextual dimensions of learner autonomy. Other emerging topics are also reviewed, including learner autonomy in the world of digital/social media, learner autonomy in curriculum design and published materials, and the relation of learner autonomy to plurilingual perspectives. The chapter discusses issues in each of these areas, potential strategies for developing autonomy and effective learning, and possible future directions for research and practice

Factorial Validity and Reliability of Self-Regulation Learning Questionnaire among Undergraduate Students at University of Dammam in Saudi Arabia

The aim of the study was to examine the factor structure of the short-version of the self-regulated learning questionnaire in a group of undergraduate students at the University of Dammam. Four factors were assumed to represent the self-regulation: concentration, time management, self-testing and study aids. Testing reliability and validity of the constructs was another aim of this study. The study sample comprised 209 students (89 females and 120 males). Stu- dent age ranged from 18-21 years. The scale had 32 items with eight items for each of the four subscales. The research examined the factorial validity and reliability for the four factors of self- regulation across gender. The short version of the self-regulated questionnaire achieved good validity and reliability, and the confirmatory factor analysis (CFA) showed acceptable values of model fit to data. Consequently, the construct was compared via univariate analysis of variance with gender as independent variable. The results indicated significant differences between males and females. The contribution of this paper is to create a valid instrument to measure student self-regulation in university setting.

Predictors of severe hemolysis in patients with glucose-6-phosphate dehydrogenase deficiency following exposure to oxidant stresses

BACKGROUND AND OBJECTIVES: Glucose-6-phosphate dehydrogenase (G6PD) deficiency is a genetic enzymatic disorder that affects millions of people worldwide, and is a major health problem in Jordan. We studied factors that may predict severe hemolysis in children with G6PD deficiency. METHODS: We reviewed the records of patients with low G6PD activity admitted to a teaching hospital between 1996 to 2007. We collected demographic data, details of sign and symptoms, history and type of fava bean ingestion, blood and Rh group, history of neonatal jaundice, history and type of drug use, abdominal pair at admission and the results of tests for hemoglobin, white blood cells (WBC), and hepatic function. We classified patients into mild and severe groups based on hemoglobin levels at admission. RESULTS: Of 428 children with G6PD deficiency, 79 (18%) were severe cases and 349 (82%) patients with milt disease. There were no statistically significant differences in most factors between the two groups. Factors tha achieved statistical significance for severe hemolysis included younger age (P<.05), male gender (P<.05), highe alkaline phosphatase (ALP) (P<.05), presence of fever at admission (P<.01), presence of vomiting during the attack (P=.006), and a negative family history for G6PD deficiency (P=.005). CONCLUSIONS: Severe hemolysis can be predicted during hemolytic episodes in children with low G6PD by young age, male gender, a negative family history of G6PD deficiency, the presence of fever and vomiting and a high ALP