Reading comprehension plays a crucial role in developing the reading skills. Therefore, reading comprehension is one of the most significant skills of all the four linguistic abilities, towards better effectively communication in classroom. Subsequently, the English Language (EL) teachers should consider and find different teaching methods in their classrooms in order to improve the language abilities of their learners in the classrooms such as Jigsaw Cooperative Learning Technique (JCLT) through changing their methods, materials and overcoming the traditional way of teaching English language. The aim of the study was to investigate Palestinians EFL secondary students’ attitudes towards the use of JCLT in teaching reading comprehension. In addition, the study adopted fully quantitative research design to collect data through the self-designed questionnaire survey that distributed randomly on a sample of 1094 Palestinians EFL secondary teachers in 2019-2020. The collected data were analyzed and treated statistically using SPSS.24. The results of the study showed that Palestinians EFL secondary students have positive attitudes towards using jigsaw cooperative learning technique as a tool in the EFL teaching. The recommendation and suggestion for studies were suggested in light of the findings.

This comparative paper has made a number of significant contributions to the field of e-learning. The paper explored the difficulties of using e-learning among teachers in Palestine and Occupied Palestine Territories. This paper is based on four questions and four hypotheses were formulated. For data collection, the researchers used a questionnaire. The Statistical Package for the Humanities (SPSS V. 23)is used for analyzing the data. Our results go beyond previous reports, showing that teachers in both areas face tremendous difficulties related to the student themselves and the subject itself. However, our results are opposite to the findings of the study of Al Subaie (2017) and Al-Harash, Mufleh, and Al-Dahon (2010), which showed that the difficulties related to hardware and software are the most noticed obstacles. Planned comparisons also revealed that there are no differences in the degree of teachers' use of e-learning. Even though we did not replicate the previously reported studies in 2020 and 2021, our results state that there were differences due to the place variable in favor of West Bank teachers. The paper recommends teachers reduce the burdens in the classroom to encourage students to focus during e-learning. Future investigations are necessary to validate the kinds of conclusions that can be drawn from this study. Future studies could fruitfully explore this issue further by conducting a study on teachers’ competencies related to e-learning between the aforementioned areas.