Chapter Two

(Literature Review)

In this part of the study, the researcher explores the theoretical part of the study by presenting
some related topics such as vocabulary definition, types of vocabulary, importance of
vocabulary, criteria for vocabulary selection, vocabulary education, Google sites, importance.
Google sites in all its forms , Google sites and learn English and vocabulary .

2.1 Definition of vocabulary

Many definitions presented the term “vocabulary”. Here are some of them:

Tnanh Huyen & Thi Thu Nga (2003, in Rouhani & Purgharib 2013) who define vocabulary as a
language element that links the four language skills including listening, speaking, reading, and
writing in learning a foreign language. Further, Hornby (1995) defined vocabulary in three
senses that cover a) the total number of the words which make up a language; b) all the words
known to a person or used in a particular book, subject, ete; and c) a list of words with their
meaning.

(Neuman&Dwyer, 2009) defines it “ words we must know to communicate effectively ; words

in speaking (expressive vocabulary) and words in listening (receptive vocabulary). Vocabulary
refers to all the words in a language that are understood by a particular person or group of
people. There are two main types of vocabulary: active and passive. By Richard rordquist
(2019).

As can be seen from the above definitions vocabulary plays crucial part in one’s foreign
language learning and language proficiency that can affect how well learners speak, listen, read
and write.

Vocabulary skills can make or break any student’s feelings about reading or listening. Thus, it
is very important to a learner to have a good wealth of vocabulary
2.2 Types of vocabulary

The types of vocabulary as discussed in different books and research articles are as follows:
1. Receptive and Productive vocabulary Nation (2001) divides vocabulary according to its use
into two types:

Receptive vocabulary is those words or that vocabulary which we get to hear or which we
receive from somebody else in the language we are exposed to . And these words can recognize
and comprehend in the context of listening ( listening vocabulary These are the words that we
hear and understand, even a child in his mother’s womb at the age of 16 weeks can perceive the
words and thus we listen to the words from our birth and acquire the vocabulary by listening
until we have a wide range of vocabulary over the years ) and reading ( Reading vocabulary:
This means the vocabulary that we gain while reading )

Productive vocabulary, therefore, generally refers to words that can be produced within an
appropriate context and match the intended meaning of the speaker or signer. And these words
can recall and use appropriately in speaking (Speaking vocabulary:The meaning of that is the
words that we speak and we ourselves speak with others. The number of words that adults use is
between 5,000 to 10,000 much greater than the vocabulary we hear, and the reason for that is the
amount of comfort we feel while talking) and writing ( Writing vocabulary : these are the words
that we recall as we express ourselves in writing )

2 . Passive and Active vocabulary Cairns and Redman (1986) state that receptive and productive
vocabulary are often called passive and active vocabulary. An active vocabulary consists of the
words we understand and use in everyday speaking and writing. Passive vocabulary is made up
of words that we may recognize but don’t generally use in the course of normal
communication.
Vocabulary on the continuum may shift from passive to active vocabulary when being properly
activated. To be able to teach as effectively as possible, it is important to know how words are
remembered and stored in students’ minds and how long term memory is organized.

2.3 Important of vocabulary

 Vocabulary is central to English language teaching because without sufficient vocabulary
students cannot understand others or express their own ideas.

Wilkins ( 1972 ) states that : “ There is not much value in being able to produce grammatical
sentences if one has not got the vocabulary that is needed to convey what one wishes to say ...
While without grammar very little can be conveyed , without vocabulary nothing can be
conveyed “ This sentence means that we can communicate with each other by using vocabulary
even if we do not use grammar

Students develop greater fluency and expression in English, it is significant for them to acquire
more productive vocabulary knowledge and to develop their own personal vocabulary learning
strategies. Students often instinctively recognize the importance of vocabulary to their language
learning. Students face difficulty in learning vocabulary when moving from elementary level to
high school as seventh grade students, and teachers are very interested in students learning
vocabulary to improve teaching and learning.

The relationship between vocabulary and language is an integrative relationship, whereby

knowing the vocabulary enables us to use the language and using the language leads to
knowledge of more vocabulary, terms and concepts. There is another relationship between
vocabulary and reading and listening so that vocabulary knowledge is linked to academic
success so that we have the ability to compose more efficient texts, whether written or spoken. “
. On the other hand , vocabulary has been acknowledged as L2 learners ‘ greatest single source
of problems ( Meara , 1980 ) The lack of that knowledge is the main and the largest obstacle for
L2 readers because a limited vocabulary in a second language impedes successful
communication.

To sum up , vocabulary size and depth used in communication appear to be associated with a
good interaction meeting the principles of communication , namely maxim of quantity , quality ,
relevance , and manner ( Grice , 1975 ) . The maxim of quantity is normally achieved when the
message being delivered is definitely informative , giving an intended word . The maxim of
quality is obtained when the speakers word is truthful , it is expected to inform the real thing . In
contrast , the maxim of relevance is more likely to be gained through the appropriateness of
given information . Finally , the maxim of manner is theoretically met as long as the words are
clear , brief , and orderly used . Vocabulary as the Reflection of Social Reality

2.4 Criteria of vocabulary

If you intend to study a specific language and memorize its vocabulary, you will not be able to
memorize all its vocabulary, but you must consider certain criteria for memorizing vocabulary in
order to make it easier for yourself to do so and these criteria include :

Importance
means the importance of this word to students ( Flanigan & Greenwood , 2007 .There are
some words that students are forced to memorize in order to understand the text, such as the
word animals, due to its importance, this word.

Another example, perseverance is an important word to teach if you are using Holes because it
reflects the theme of the book and helps describe the traits of key characters.

Transferability

Is this word will help us in other texts or other contexts ?

For example, the word Dandelion ( used for medicinal purposes) but students may not encounter
the word again for years. On the other hand, the word predatory, which appears in Holes, is also
likely to show up in science, social studies, and the evening news.

Usefulness

for generative studies Is there the word you want to study roots, basis, affix (prefixes or suffixes
) ? .For example, the word malevolent has the root mal and is related by meaning and spelling to
malignant, malicious, malady, maltreatment, malnutrition, and many other words that can
appear.

In a variety of contexts. Knowing that the root mal suggests something bad or evil can help
students unlock the meanings of many words.

Learnability/Difficulty

Is the learnability, or difficulty, of a word. Word difficulty can be divided into two types:
interlingual, which results from the interactions between the first language (LI) and the L2, and
interlingual, which comes from the interactions between new words (Laufer, 2014; Laufer &
Nation, 2012; for reviews of word difficulty, see Laufer, 1990b, 1997) ,Word difficulty is
affected by the pronounce ability, regularity of spelling, and part of speech of a word, as well as
word length and number of syllables, morphological transparency, and concreteness of meaning
,
Learning easy words can enhance communicative abilities without requiring much learning
effort, whereas teaching difficult words can help reduce language errors associated with difficult
vocabulary.

Frequency

The cost-benefit principle in vocabulary teaching dictates that learn- ers should get the best
return for their learning efforts, and words with high frequency are more likely to provide a
better return (Laufer, 23 2014; Nation, 2011, 2013b; Nation & Webb, 2011). Without knowledge
of and fluent access to these words, learners will suffer in their L2 comprehension (Nation,
2013, 2016). Therefore, words with high frequency ought to be prioritized in teaching and
learning, especially for lower level learners (Laufer, 2014; Nation, 2011, 2013a, 2013b; Nation
& Webb, 2011).

Cultural factors :

The learners ‘ background must be taken into consideration , since people from different
countries may need different words to express themselves in their everyday life transactions in
the foreign language . For example , the word bullfighting may be relevant to a Spaniard , but
not to a Chinese student

2 . 5 Teaching vocabulary

Vocabulary is something we continue to learn and develop throughout our entire lives – an
unconstrained skill. The acquisition of vocabulary is arguably the most critical component of
successful language learning and all aspects of life , and vocabulary knowledge in EFL leaners
affects directly in the language competence and language use . but Until recently, however, it
has been difficult to determine the most important words and phrases needed to establish a
suitable vocabulary for conducting conversations most effectively.There is a huge body of
evidence suggesting that deficient early vocabulary development is a strong marker for a
continued difficulty in all aspects of schooling. The complexity of the English language presents
homophones, homographs, polysemous words (words with multiple meanings) as well as the
confusion of everyday words being used in idiomatic and figurative contexts. It would be
important and necessary that language instructions pay more emphasis on enhancing the
vocabulary knowledge of the target language in use. That is, learning process should focus on
exchanging meanings rather than on producing.

Also The teachers should be concerned that teaching vocabulary is something new and different
from student’s native language. They also have to take into account that teaching English for
young learners is different from adults. The teachers have to know the characteristics of his\her
learners. They moreover need to prepare good techniques and suitable material in order to gain
the target of language teaching. The Description of Vocabulary.

2. 6 E-learning definition

E-learning is one of the new methods which might be supporting change in the Educational
environment. In fact, it facilitates the interaction and the exchange of Views and experiences.
This type of learning depends on the use of electronic means For communication between
teachers and learners as well as between learners and Educational institutions. Some researchers
define e-learning as “the acquisition and Use of knowledge distributed and facilitated primarily
by electronic means. This form Of learning currently depends on networks and computers but
will likely evolve into systems consisting of a variety of channels (e.g., wireless, satellite), and
technologies (e.g., cellular phones, PDA’s) as they are developed and adopted.”(Wentling et al,
2000). In the present study the e-learning is the learning unit delivered through Asynchronous
virtual classroom using Moodle, and it is studied by the students Independently.

Flexibility offers a response to different approaches to learning and time and place Constraints,
e-learning made these priorities viable so that learners could stay anywhere and Study, but an
effective system capable of enabling the learners to communicate with others And help them to
learn and grow positively was required (Schank, 2000).
 Fingers 1 : E-learning

2. 7 The positive aspects of e-learning

One of the most important benefits of e-learning is said to be its capacity to help e-learnin
The explosion of knowledge, and meet the growing demand for education. Shtat (2004)
Concludes that e-learning provides interactive, enjoyable, motivational learning
Environments with multiple sources which ease the processes of updating content and ease

Learning and retaining knowledge and meet individuals’ needs. The benefits of e-learning
Are drawn together.

1_compensates for shortages of academic staff.

2_provides administrative support such as registration, classroom management 3_Facilitates

communication and enhances the relationships that support learning.
4_acilitates a generation to deal with ICT developments and keeps them up with the Newest
development.

5_enables teaching large numbers of students without the restrictions of time or place.

6_whilst offering the possibility of exchanging dialogue and debate.

7_supports autonomous learning.

8_allows the immediate and rapid assessment of results and immediate correction of

Errors.
9_encourages parents participation.
10_provides knowledge from multiple sources.

11_enables learners to get information quickly, Make it easy to update content.

12_motivates students to interact with, exchange and respect different viewpoints.

13_provides easy access to the instructor even outside official working hours.

14_meets each learners learning styles, provides content twenty-four hours a day and seven days
a week.

15_does not need the physical attendance of service personnel.

16_gives ease of accessibility and multiple ways to assess and evaluate learners.

17_optimizes the use of time.

 18_reduces administrative work, (Urban and Weggen, 2000; Codone, 2001; Almosa, 2001;

Alsalem, 2004; Amer, 2007).

2. 8 The negatives aspects of e-learning

Despite the multiple benefits of e-learning, which have made it a popular development, related
research suggests some negatives associated with its application. It has been shown

To:
1_Focus on cognitive more than physical and affective aspects of learning, be more applicable in
social science than in some scientific fields, such as medical

2_ Science and pharmacology where practical skills need to be developed,

3_Limit its input to hearing and vision rather than including all the senses,

4_Develop tendencies to unsociability due to lack of face to face communication.

5_Depend on efficiency, good infrastructure, quality of design and. Technical support,

Require generous budgeting for its establishment and, more especially, its maintenance, weaken
the socialization role of institutions and the instructors’ roles as directors of the Educational
process.

6_Appear an uninteresting avenue for employment because of the extensive IIC Recruitment in
many other fields.
7_Serve the needs of many ICT companies whose goals are to make profit.

8_Some may be misled into copyright violation (piracy or plagiarism), influenced by lack of

Selection skills and the apparent ease of copy and paste.

9_Congestion or heavy use for some websites may lead to unexpected costs in time and Money
(Passey et al. 1997; Collins et al. 1997; Michel, 1996; Scott et al. 1999; Lewis, 2000; Alarifi,
2003; Alshehri, 2002; Almosa, 2002; Alsalem, 2004; Am.

The Teacher’s role in Designing, Preparing and Implementing the Web

We must keep in our mind that the use of technology does not replace the role of
The teacher in the classroom. But it focuses on that the basic role of the teacher in the
Age of technology is to be facilitator and director of the educational process. Goda (2009:p.63)
mentions the role of the teacher in the Web as follows:

1- Surfing the web extensively to identify the most appropriate and suitable web pages
Which suit the subject that will be studied by students.

2- Classifying the web pages according to their nature and their relationship to the
Material and curriculum.3- Evaluating the educational quality of the selected web pages after
determining the

Precise criteria for evaluation.

3- The teacher should be careful that the tasks which will be assigned to the students in The
Web must suit the individual differences among the students and they

Shouldn’t take a long time in implementing them.

Sen & Neufeld (2006:p.3) add an extra one role:
• The teacher must maintain the cooperation between the students through the use of
Collaborative work group, so the students can exchange ideas with the other students In
their group.

2. 9 What is Education for Apps Google?

Google Education for Apps Google, is a group of applications

Productivity, provided by Google Inc., to schools and educational institutions, and thapplication
Applications: Gmail, Gmail, Google Calendar, Google Drive , Google Docs, and Google
Websites
Sites Google, plus access to dozens of collaborative tools supported or owned by Google such
as, YouTube, Google Slides, Google Forms , Google Groups, and others
Other services. All of these applications can be accessed directly through the internet
They can be stored via the Storage Cloud service provided by Google, which is
(Wilson, 2016a) Google Drive.

The most prominent educational apps of Google Education for Apps Google Gmail
Email service from Google, used in education for optimal access to classmates,
Professors and discussion of lectures (Rabaya, 2013). By having one free email, you are
You can access all the services provided by Google! You gets account free One
(Google, 2016c) into everything Google .

1_Google Calendar:

One of Google’s educational applications, Google Apps for Education, through which it is
possible to follow, organize and save all the events that happen with you. This service is
available on personal computers. Desktop and laptop, and on smartphones and tablets of all
operating systems (Calendar Help, 2016).
Among the modern features launched by Google Calendar, the so-called Goals, where the user
sets a goal that he would like to achieve, and all he has to do, is for the Google Calendar
application to answer some questions, then take care of organizing and selecting dates for this
event (Ramnath, 2016 ).

Fingers 2 : Google Calendar

2_Google Drive

Google Drive or Google Drive is a cloud storage and file synchronization service provided by
Google. This service enables you to store and share individual files or entire folders with
specific people, with all students in your class, or even with partners, parents and other classes.
You can also create comments and respond to them.
Google Drive application enables you to open many types of files directly in your browser;
Including PDF files, Microsoft Office files, high-resolution video clips, and many types of image
files, even if you do not have the appropriate program installed on your computer, it enables you
to make modifications to your files and access the latest version from anywhere, regardless of
where you are.
Through it, files of various types (images, video, text, graphics, audio, or any other type) can be
stored in the cloud, with an initial capacity of up to 15 GB, and files can be accessed from
anywhere in the world through the Internet or phone Smartphone, tablet, or desktop device
(Drive, 2015).
 Fingers 3 : Google Drive

3_Google Docs:

Google Docs (Khafajah, 2010); Adams (2008); Jones-Godwin (2008)

It is; Kieslinger et al, 2008); Wikipedia, 2012); Finkelstein (2006); Through this
service, the user can:
Using a software package, without the need to have the program on a personal computer
Save files after completion of them on the personal account, and share those files with people
others
Free storage warehouse; Where Microsoft Office students can not
Access to Microsoft Office applications or they do not have it installed.
Keep a copy of all changes to any file in the application and can be accessed
Texts are read only.
 These systems are considered social systems because they allow the distribution of public files
that time and share Files directly with friends.
The use of Google Docs by a group of students to work together on a project
It involves creating one or more files from a word processor, spreadsheet, or presentation
And in the online Google Docs environment (2008, Jones-Godwin).

Fingers 4 : Google Docs

4. Google Talk:

Google Talk: The following points are distinguished:

It allows the user to send and receive text, instant messages and voice messages through calls
Telephony over the Internet.
It allows the user to send text messages in real time to his friends.
It does not make the user wait for the other to respond to their emails, and when
 Both parties are on the Internet at the same time, it is like two people together Chatting with
each other (2008, Miller).

Fingers 5 : Google talk

5. Gmail

Nevin (2009); Roy (2011); Adams (2008) and Attar (2008) see
And his victory, 2011; (Klemming2003 & Saunders); (Miller, 2008); (2005); (Rabi`
2006); (Abboud, 2007); (Amashah, 2008); during this service, User from the following:
Sign up for Google apps on the website.

He can re-login and access private mail from anywhere in the world, and from any
A device that can surf the web and connect to the Internet.
Dealing with the user interface, it is considered the fastest and easiest among its competitors.
Connecting to Google Calendar and Google Docs, Gmail syncs with Google apps
Other, seamlessly, directly enables faculty members to maintain a database of all emails
To share the best information with students.

Prompt information dissemination and discussion through collaborative learning projects.

Create a unique web-only email account for social contacts
Group chat, the user can chat with multiple people without using windows
 Group for Support is one of the many tools to support learning activities .Learning Activities
Collective
View attached attachments downloaded, as web pages instead of PDF or Microsoft Office files
This is useful when the user wants to view the attachment more quickly.

Fingers 6 : Google Gmail

Google Sites:

It is a free Google service that allows teachers and students to build a website for any purpose
they want. The Google Sites service can be used as a completion file. These sites can be Public,
which everyone can access, or Private, which only students and teachers who have Google
Accounts or Gmail can access. Also, these sites may be jointly built by more than one author
(Pitler, Hubbell, & Kuhn, 2012).
 Fingers 7: Google sites

For teachers and students, building a website for whatever purpose they want. You can use the
Google Sites service Sites Google as an online fulfillment file. These sites can be public or
public Especially only students and teachers who have Google Accounts or Google Accounts
can reachpubli Gmail. Also, these sites may be jointly built by more than one author (Kuhn, &
Hubbell, Pitler, 2012).

The study, as a service provided by Google for free, was used to create a website that is made
from During this period, educational materials are published in a variety of formats (text,
pictures, audio, and videos). And this site act as a link between students and the teacher, and
between the students themselves.
YouTube :
Google Video (YouTube-YouTube :
It is a site used to upload and download video clips in their entertainment, educational, and
scientific forms. Politics, and others in all languages of the world, as YouTube is one of the most
important sites in the world for downloading clips the video.
YouTube was launched in June 2005 and was intended as a site at its inception It is the removal
of technical barriers to publishing videos on the Internet. Allow users to upload
Videos, download, and share, whether by e-mail or networks Social media, YouTube also
allows the user to upload an unlimited number of Put the videos on it. In October or 2006, after
the release of YouTube, with great success
The He achieved it, Google bought it for (65.1) billion dollars, so it became YouTube (YouTube
(officially a site affiliated with Google) 2009, Green & Burgess.

Including the study of Adam and Moores (2010, Mowers & Adam) and Duffy YouTube
(Advantages to Burke, Snydre, 2008) and Snyder and Brick, Duffy, 2015 Of which:
YouTube encourages creativity as a platform for interaction rather than just viewing Content,
and YouTube allows you to benefit from the many new media to transmit Light information and
knowledge, That is, it contributes to strengthening the spirit of effective discussion between the
people involved, can participate and evaluate, and works on building the desired content

In addition, it creates a modern society Play it and spread it to others That is, suitable for
teaching people of different ages, especially adults Age, so it is used in lifelong education for
many, because it is considered a free education resource, In addition to the ease and smooth use
of YouTube links in presentations such as PowerPoint (point Power), and in e-learning
platforms such as the (Module)
 Figure 8 : YouTube

Virtual Learning Environments :

According to (JISC_infoKit, 2004) a VLE :

Is web−based and accessible to both students and teachers through a web Browser on any
computer connected to the Internet anywhere, any time.
Organizes students into virtual classes, with individual, secure, logins. Comprises a range of
integrated online tools that aims to support collaborative And co−operative student learning.
Provides a focus for student learning activities.
Has a wide range of benefits for teachers including improving the learning
Experience (through using the collaborative, communication and assessment
Tools) and assisting in course management and administration·
Has the flexibility to support a range of learning scenarios but needs careful And thoughtful
course design to ensure that the VLE is used to its fullest.
 Fingers 8 : Virtual learning Environment ( VLE )

2 .10 Internet sites and their impact on learning the English and vocabulary
:

The Internet is a global communication network that allows the exchange of information through
devices, whether computers or phones, with recent developments, sites have been developed on
this network, such as google ites in all its forms, so that we use these sites, whether for
communication or use for education, so that it is considered a great incentive for learners to
study Since learning the English language and its vocabulary is of great interest, especially in
non-English speaking countries, the Internet and websites help greatly to learn this language.

Some sites provide a large amount of English language learning and information, such as
listening, speaking, reading, writing, grammar, testing, and background knowledge.
English language teachers are now taking innovative steps to integrate technology into their
environment
The role of the internet in language learning is continuing to grow as it provides students with
interactive learning resources (Cox et al., 2004; Crystal, 2001; Somekh et al., 2002).

If teachers integrate properly and intelligently, they create an effective and dynamic learning
environment and will create a very clear interaction with the learning environments.
So that the educational benefits of using the Internet and its sites and platforms in terms of
education for the teacher and the student and that is the ease of access to information and
databases throughout the semester. This provides many learning opportunities from several
sources using the Internet can promote improved tools , it enables teachers to adopt new
instructional models based on the web , the Internet enables Computer-Mediated Communication
(CMC) in its different forms to take place.

As for the student in e-learning, he can control his teaching method by repeating experiences
according to his desire, moving to other elements, or identifying the most important activities
and focusing on them.

the Internet "increases the personal power of teachers and students, It allows them to become
autonomous lifelong learners" (Warschauer, et al., 2000: 7), This is very important because one
of the educational goals of education is to promote the students' ability of independent, lifelong
learning Such type of learning can be carried 64 out with the use of many modern technologies,
such as distance learning (Cropley, et al., 2000: 28-30).

2.11 Google sites and learn English and vocabulary

Beginning after you read all this information about Google applications, its ease of use and ease
of preparation, and it provides great facilities for studying the English language and its
vocabulary. We have learned about the importance of learning these vocabulary in our life, but
there is a point that I must refer to which is that basic requirements must be provided for the
process of employing Google applications in the educational process and this The requirements
are summarized as follows: Technical requirements (creating your own account on Gmail in
order to be able to use these applications) then human requirements I mean by that I mean
training teachers and learners to use these applications as well as the regulatory requirements
which are to support the authorities concerned with employing these applications in the
educational process so that the integration is done in steps and stages and then the requirements
Educational courses include the most appropriate courses to use Google applications and the
selection of activities appropriate and appropriate for this process

There are sites on Google that can help you learn a lot of English vocabulary these sites are like :
Just the Word, Wordnik, and Free Rice are also vocabulary. Com

If you are interested in learning the English language and its vocabulary then these sites will help
you .

As for Palestine, the Palestinian Ministry of Education is working on developing the employment of
information and communication technology (education and e-learning). E-learning has passed through
different stages. As there were individual and sporadic attempts to employ information and communication
technology in education due to the many advantages that e-learning provides to the teacher and the student
as well.

As for , English for Palestine, a 12-year course in general English, was written especially for
schools in Palestine to realize the aims of the Palestinian Ministry of Education as
described in detail in the Ministry's English Language Curriculum for public schools
(1999). The course takes learners from beginner level in Grade 1 to school-leaving level in
Grade 12.
English Language Curriculum (ELC) in Palestine (1999: 16) clarifies that reading
comprehension is the most important skill to be taught in school and the ability to read
accurately and fluently is the most important need for the Palestinian student.
In the following part, the researcher presents reading comprehension skills purposes
in general and for grade tenth in particular according to the Ministry of Education in
Palestine.

As for how it is possible for teachers to use Google sites in the educational process, this is done
through the teacher must create a web page for the class where to include course materials and rich
content including videos , images , slides , and audio recordings . Use it for posting homework ,
assignments .

Review literature

Previous studies have great importance in research as they help the researcher to see the method
used by researchers before him and thus benefit the researcher and have experience in writing his
research and formulating his research questions as it gives the researcher some answers that
revolve in his mind as it gives him a huge amount of information about his research as well. It
gives researchers a strong push to complete the study easily and smoothly .
In this part of the study, the researcher browses some studies that conducted the effect of using
elearning and internet networks on learning the English language and its vocabulary.

Sun & Dong ( 2004 ) The aim of this study was to know the extent of the impact of multimedia
on teaching vocabulary and terminology. This study was conducted on 67 students from the
primary school and a pre-experiment test was conducted on the students ’knowledge to know
some vocabulary that will be used later in the multimedia and the results of the study were that
the students did not know the meaning of any Correctly word, the study indicated that animation
was not useful in teaching students vocabulary without the support of the teacher and that was
very difficult without providing educational support.

(2011, Cahil) The aim of this study was to find out the extent of the contribution of Google's
educational websites to educational cooperation and its impact on the educational process. This
study was conducted at North Central University in the United States of America. So that the
interview was used in this study with students and teachers The results of this study were that
there are positive opinions and trends towards Google applications when they are used in a
planned manner, with instructions also This study also confirmed that these applications
contribute greatly to teamwork between students and participation and cooperation among them.
Study Herrick As for Herrick's (2009) study entitled, Using Google Applications and
Increasing Collaboration and Productivity, in which the researcher used the descriptive
approach, it was conducted at Colorado University in the United States of America, which in
2009 moved from using an internal (email) correspondence system to the use of Google Apps
for Education, and the researcher reviewed the features of each application, and at the end of his
study, reviewed a financial comparison between the costs of using Google educational
applications and the previous system, and the study concluded that the option to switch to using
Google educational applications is the best option, especially if An amount of zero dollars was
compared to nine million dollars annually for the previous regime! The researcher also indicated
that users expressed their satisfaction with Google applications, especially with regard to
diversity and compatibility between applications, which contributed significantly to the increase
in cooperation and productivity. On the other hand, the researcher pointed out that there are
some cases that have suffered from the change that took place in the e-mail interface, but thanks
to the technical support and usage instructions attached to each application, which are also
available in the form of discussion groups on the Internet, users have been able to adapt to the
new interface. At the end of his study, the researcher recommended using Google applications at
the University of Colorado, either as a supplement to the existing system or to replace the old
system with these applications.

Tsou et al. (2013) This study investigated the effects of implementing a multimedia storytelling
website on foreign language learning. The researchers in this study developed a multimedia
Storytelling Website to study how web based technology can assist overcoming the learning
obstacles. In order to demonstrate the effectiveness of this website in significantly facilitating
teachers' storytelling and children's story recall processes in EFL classrooms, it was implemented
in one elementary school to test its effectiveness in instruction and in resultant student learning.
The sample of the study consisted of 70 students from primary school. The researchers adopted
the experimental approach with both experimental and control groups. The researchers' tools
were pre - post test questionnaire and interview. The results of the study supported the
significance and the education value of the multimedia Storytelling Website on EFL teaching
and learning. If the website could be applied within elementary EFL classrooms, the quality of
teaching and learning could be improved and students' enjoyment and success in EFL learning
may increase .
Srichanyachon (2013) This study investigated attitudes toward using the Internet as a learning
tool among students at Bangkok University students' expectation of social networks and search
engines in learning English, as well as their perceived usefulness. It also examined their use of
the Internet for learning English. The samples were 198 undergraduate students enrolled in
Fundamental English course at Bangkok University. The instrument in this study was a
questionnaire. Results from the study indicated that the levels of attitudes toward using the
Internet as a learning tool and Internet use for learning English in general were moderate. The
students had positive attitudes toward using the Internet as a learning tool. The Internet was
viewed as the best method to communicate.

Ta'amneh (2014) The aim of this study was to know the extent of the impact of the use of
educational websites on students ’achievement, especially English language subjects. A test was
created before and after the experiment to know the effect that had on the students. The study
consisted of 52 students. The study was conducted in 2013-2014
Descriptive statistical methods were used (means and standard deviations) for pre and post- tests
of students' achievement in English grammar to experimental and control groups.
The results of the study showed that there are differences in educational attainment degrees
before and after the experiment. Based on this, the researcher recommended that new
technologies and making use of websites should be incorporated into the educational process,
and teachers are encouraged to diversify educational methods through e-learning and traditional
teaching methods based on students' interests.

In the study of Owen and Oden, 2014 (2014, Owayid & Uden) that investigated the use of
Google application services in higher education, where it aimed to find if there are significant
differences in the use of Google application services between IT staff (17) and their students,
where these were established. The study on the Academic Institute (ABC) at Arizona State
University in the United States of America and the researchers followed the case study method
(descriptive survey), and used the questionnaire to reach the results, and the sample was made up
of all academic staff of the Information Technology Department at the Institute (ABC), and the
results indicated Although the teaching staff uses Google applications frequently, they use these
applications less than their students.
Bakheet (2016) The study investigated the effect of using a website on 10th graders' English
vocabulary retention and reading skills. The study used the experimental approach. The sample
was purposively selected which consisted of (84) students who were divided into two equal
groups: the experimental group and the control group. The experimental group was taught
through the website while the control group was taught using the conventional method. The
researcher used three tools to collect the study data: a checklist for teachers to define the most
important (5) reading comprehension skills and a reading comprehension test and vocabulary
pre-post and retention test. The study showed that using a website was effective on 10th graders'
English vocabulary, retention and reading skills. The study urged English language teachers to
use websites in teaching vocabulary .

Previous Arab Studies

Alwehaibi (2011) The aim of this study was to find out the effect of YouTube on learning the English
language A quasi-experimental design was adopted Two groups of second year college students at the
Department of Curriculum and Instruction in the Faculty of Education at Princess Noura University in
Riyadh, Saudi Arabia were selected In this study, the researcher used a test before and after the study and at
the end of the research. It was recommended that YouTube is an effective tool for education, especially
teaching the English language, and that it is an important educational resource.

Nomass (2013) in Badr Community College

This study aimed to know the role of modern technology in the process of teaching the English
language. This study used some modern technologies such as chatting programs, e-mail
correspondence, electronic dictionaries, English language learning sites via the Internet and
video clips e-learning in general. In this study, the researcher used the questionnaire to know the
students ’attitudes towards e-learning. It was randomly assigned to students in the English
Language Department of the Faculty of Literature at , College of Arts, Al- Jabal Al-Gharbi
University in Libya. The results of the study showed that students preferred e-learning over
traditional educational methods in developing their skills. Therefore, teachers should encourage
students to use technology and modern programs to develop their English language skills.
Al Readily study As for Al-Rehaily (2013), she conducted a study on the use of some Google
educational applications (Gmail, Google Sites, Google Calendar, Google Docs, Google's social
network, Google Plus Google+) in teaching a course from university courses and measuring the
impact of these applications on academic achievement and social intelligence among female
students. Taibah University in Saudi Arabia. In her experiment that she conducted on 55 female
students, the researcher reached results that call for strengthening this experience with other
experiences, as the researcher concluded that there is a positive effect that has been reflected on
the academic achievement and social intelligence of the students. In light of the findings of the
study, the researcher recommended the use of participatory learning, by integrating educational
Google applications in the educational learning process.

Bataineh (2014) The aim of this study was to know the extent of the impact of web-site games
on reading among Saudi students and the acquisition of vocabulary and the extent of their
motivation to study in terms of quantity and quality. This study consisted of forty students from
the schools of Medina and by defining the Anwar Al-Fayhaa School in 2011-2012 This study
was conducted within 12 weeks and 87 games were used on the website during this trialData
were collected with twelve weeks via a pre-posttest design for equivalent group.
The results of this study indicated that students who were taught by games on a website achieved
better results in teaching and acquiring vocabulary than those who were taught by traditional
methods. The researcher concluded that Google games facilitate the process of teaching and
acquiring vocabulary because it motivates students to participate in the educational process.

The study of Al-Shaya and Obaid (2015) aimed at identifying the advantages of using Google
Plus + Google in the educational process in addition to the difficulties facing its users, and
measuring the degree of student satisfaction with this experience, and it was applied in
projectbased education on two academic sectors in it (25) One of the students of the College of
Education at Princess Noura Bint Abdul Rahman University in Saudi Arabia in the teaching
techniques course in the second semester, and the sample number was (92) female students of
the 48 second level of the College of Education. Using the Google Plus application and then
applying the study experience using Google Plus and the researchers used the semi-experimental
approach, the study results indicated that there are some technical difficulties facing the use of
Google Plus in education, and also indicated the need to encourage teachers, students and
researchers to take advantage of the capabilities of the Google Plus application in The
educational process, in addition to the need to pay attention to the universities' infrastructure.
 ‫قام الضلعان ( ‪ ) 2017‬بإجراء دراسة عن استخدام تطبيقات جوجل التربوية في تنمية مهارات تصميم االختبارات اإللكترونية‬
‫لدى طلبة الدبلوم التربوي في مقرر الحاسب في التعليم حيث استخدمت الباحثة المنهج التجريبي ذو التصميم شبة التجريبي من‬
‫عينة مكونة من ( ‪ ) 54‬طالبة من المسجالت في مقرر الحاسب في التعليم في برنامج الدبلوم التربوي في السعودية ‪ ،‬وتم تقسيم‬
‫العينة إلى مجموعتين إحداهما تجريبية تكونت من ( ‪ ) 27‬طالبه استخدمت تطبيقات جوجل التربوية والثانية ضابطة تكونت من‬
‫( ‪ ) 27‬طالبة استخدمت أسلوب المحاضرة والمناقشة ‪ ،‬واستخدمت ال دراسة عددا من األدوات الممثلة باإلختبار المعرفي ‪ ،‬بطاقة‬
‫المالحظة ‪ ،‬أدلة الطالب ‪ ،‬مواقع االنترنت ‪ ،‬وكانت النتائج تبين أن متوسط درجات المجموعة التجريبية والضابطة في االختيار‬
‫األدائي لمهارات تصميم االختبارات اإللكترونية لصالح المجموعة التجريبية يعزي أثرها االستخدام تطبيقات جوجل التربوية ‪.‬‬

‫كما هدفت دراسة ( ابراهیم ‪ ) 2019 ،‬إلى التعرف على واقع تطبيقات جوجل التعليمية على تنمية المهارات الرقمية والكفاءة‬
‫الذاتية لدى الطالب المتعلمين ‪ ،‬حيث كان مجتمع الدراسة مكون من طلبة قسم تكنولوجيا التعليم في جامعة جنوب الوادي في‬
‫مصر ‪ ،‬وتكونت العينة من ( ‪ ) 20‬طالب من طلبة القسم ‪ ،‬واتبعت الدراسة المنهج شبه التجريبي ‪ ،‬وكانت أدوات الدراسة مكونة‬
‫من قائمة مهارات للمهارات الرقمية ‪ ،‬واختبار تحصيلي ‪ ،‬وبطاقة مالحظة ‪ ،‬وتوضح النتائج فاعلية تطبيقات جوجل التعليمية في‬
‫تنمية المهارات الرقمية ‪ ،‬بينما توضح عدم فاعلية تطبيقات جوجل التعليمية في تنمية الكفاءة الذاتية لدى الطالب المتعلمين ‪.‬‬

‫‪Commentary on the Previous Studies:‬‬

‫‪The topics and purposes in the previous studies were different. There were some studies‬‬
‫‪focusing on developing vocabulary teaching based on various methods and techniques Such as‬‬
‫‪those of Nomass ( 2013 ) , sun&Dong (2004) Other studies like those of Ta'amneh (2014) , Cahil‬‬
‫‪(2011) ,Study Herrick As for Herrick's (2009) , In the study of Owen and Oden, 2014 (2014,‬‬
Owayid & Uden) , Tsou et al. (2013) , Al Readily study As for Al-Readily (2013), The study of
Al-Shaya and Obaid (2015). used website in teaching languages.

The results of these studies revealed that most students perceived that the Internet
was an interesting and useful tool in the English class. The use of information communication
technology in an EFL class could motivate student learning and provide
students with a less stressful environment to express their opinions and thoughts freely on
the Internet and thus students transformed learning from a traditional, passive experience to
one of discovery, exploration, and excitement in a less stressful setting The previous studies
support the idea that technology and Internet facilitate students' English learning.

In addition, all researchers asserted the importance of technology and web-based language
learning. It is clear from the studies that using the technology and web-based curriculum is
more beneficial and helpful than using traditional methods ethods. It is hoped that this study
would lead to increasing and improving students'
achievement in English through using the educational websites in their learning process.