This study investigated the use of English articles in five semantic contexts by pre-intermediate and intermediate level Turkish EFL students at a state university. Specifically, it explored a) whether the accuracy of article use by the students varied with respect to the types of noun phrase (NP) contexts b) the types of errors committed by the students in using English articles, and c) whether the accuracy of article use varied with respect to the proficiency levels and the tasks that the participants carried out. The data were collected through two task types: a multiple-choice (MC) task and a written production task. The results of these tasks revealed that the accuracy of article use by students varies with respect to the types of NP contexts in both the multiple-choice task and the written production task. Moreover, each proficiency level tended to omit or substitute the articles when they make a mistake. However, the variety and frequency of these errors depended on the proficiency level of the students, type of the NP contexts, and the tasks that were given to the students. The study also revealed that the accuracy of article use varied with respect to the proficiency levels, and the tasks that were given to the students.

The data were collected through two task types: a multiple-choice (MC) task and a written production task. The results of these tasks revealed that the accuracy of article use by students varies with respect to the types of NP contexts in both the multiple-choice task and the written production task. Moreover, each proficiency level tended to omit or substitute the articles when they make a mistake. However, the variety and frequency of these errors depended on the proficiency level of the students, type of the NP contexts, and the tasks that were given to the students. The study also revealed that the accuracy of article use varied with respect to the proficiency levels, and the tasks that were given to the students.

We conducted this study to determine the extent “Teachers’ View of High School Principals’ Support for Meaningful Learning, during the second semester of the academic year 2016-2017, using the descriptive approach. The population consisted of all of the 94 secondary schools in Bethlehem governorate and in Negev Sector. The sample consisted of (240) teacher from both areas. We used the questionnaire to achieve the goals of the study. The results showed that Teachers’ View of High School Principals’ Support for Meaningful Learning was high with a mean of (3.73) over/out of (5). The result also revealed that there were no statistically significant differences in due to gender and academic qualifications. However, there were statistically significant differences due to years of experience in favor of less than Five and location in favor of Negev sector. In light of the results, we recommended that teachers can replace the traditional assessment to more meaningful assessment, apply technology applications at their work, and encourage the students to use the higher order thinking skills in their daily life. The principal should involve the meaningful learning spirit in building the school vision, and encourage cooperation between teachers rather than competition. The Palestinian Ministry of education should raise the awareness of the local communities about the importance of the meaningful learning at schools, to have more cooperation between the local communities and the schools, Adopting the Negev experience in implementing the meaningful learning theory, in order to apply it at the schools of Palestinian Ministry of education.The results showed that Teachers’ View of High School Principals’ Support for Meaningful Learning was high with a mean of (3.73) over/out of (5). The result also revealed that there were no statistically significant differences in due to gender and academic qualifications. However, there were statistically significant differences due to years of experience in favor of less than Five and location in favor of Negev sector.

In light of the results, we recommended that teachers can replace the traditional assessment to more meaningful assessment, apply technology applications at their work, and encourage the students to use the higher order thinking skills in their daily life. The principal should involve the meaningful learning spirit in building the school vision, and encourage cooperation between teachers rather than competition. The Palestinian Ministry of education should raise the awareness of the local communities about the importance of the meaningful learning at schools, to have more cooperation between the local communities and the schools, Adopting the Negev experience in implementing the meaningful learning theory, in order to apply it at the schools of Palestinian Ministry of education.