Abstract This  study  aimed  at  investigating  the  effect  of  usi ng  an  instructional  software  program  of  English  lan guage  on  the  achievement of secondary students in Jordan. The sa mple of the study consisted of (212) students distributed randomly on four  experimental  groups  and  four  control  groups.  The  in struments  of  the  study  were  an  instructional  software  program  for  teaching  the  passive  voice  and  an  achievement  test.   An  Analysis  of  covariance  was  used  to  find  out  the   effect  of  the  instructional program on the students’ achievement  in the passive voice.   The findings of the study revealed that: 1. there were  statistically  significant  differences  ( α  <  0.05)  between  the  students'  achievement  mean  sco res  in  grammar  attributed  to  the  instructional method of teaching. This difference i s in favor of the students in the experimental group 2. there were statistically  significant  differences  ( α  <  0.05)  between  the  students'  achievement  mean  sco res  in  grammar  attributed  to  gender.  This  difference  is  in  favor  of  male  students.  3.  there  w ere  statistically  significant  differences  ( α  <  0.05)  between  the  students'  achievement mean scores in grammar attributed to st ream of study. This difference is in favor of the scientific stream students.  In light of the findings of the study, it was recom mended that TEFL teachers use CAI lessons in their  instruction.  

References

[1] Abu Seileek A., Designing a Computer Assisted Language Learning Program and Testing its Effectiveness on Students' Writing Ability in English, PhD Thesis , Amman Arab University for Graduate Studies, 2004.

[2] Al Qomoul M., The Effect of Using an Instructional Software Program of English Language Functions on the Basic Stage Students Achievements, PhD Thesis , Amman Arab University for Graduate Studies, 2005.

[3] Alsouki S., The Effect of Using Computers in the Teaching of L2 Composition on the Writing Performance of Tenth Grade Students in Amman 438 The International Arab Journal of Information Technology, Vol. 6, No. 4, October 2009 Private Schools, MA Thesis, University of Jordan, 2001.

[4] Ariew R., A Management System for Foreign Test, Computers and Education Journal , vol. 6, no. 3, pp. 117 20, 1982.

[5] Bald W., Cobb D., and Schwarz A., Active Grammar , Longman, London, 1986

[6] Chapelle G., CALL in the Year 2000: Still in Search of Research Paradigms, Language Computer Journal of Learning and Technology, vo1. 11, no. 3, pp. 19 43, 1997.

[7] Christopher K., The Effect of Time on Computer Assisted Instruction for Risk Students, Computer Journal of Research on Technology in Education , vol. 28, no. 1, pp. 85 98, 1995.

[8] Davies D. and Higgins J., Computers Language, and Language Learning, Center for Information on Language Teaching and Research , London, 1980.

[9] Demaiziere F., An Experiment in Computer Assisted Learning of English Grammar at the University of Paris VII, Computers and Education Journal, vol. 6 no. 3, pp. 121 125, 1982.

[10] Dhaif H., Computer Assisted Language Learning: A Client's View, Computer Journal Assisted Language Instruction Consortium , vol. 7, no. 2, pp. 467 469, 2004.

[11] Farrington B., Perspectives for Computer Based Learning of Languages, Computer Journal of Modern Languages in Scotland, vol. 21, no. 2, pp. 116 124, 1981.

[12] Gonglewski M., Meloni C., and Brank J., Using E Mail in Foreign language Teaching: Rationale and Suggestions, The Internet TESL Journal , vol. 7, no. 3, pp. 115 118, 2007.

[13] Haas W. The Potential and Limitation of Computer Assisted Instruction in the Teaching of Foreign Languages, Education Resources Information Center (ERIC) , pp. 239 269, 1976.

[14] Hah M., Strategies Employed by Users of a Japanese Computer Assisted Language Learning Program, Australian Journal of Educational Technology, vol. 12, no. 1, pp. 25 34, 1996.

[15] Harmer J., Teaching and Learning Grammar , Longman, London, 1987.

[16] Kenning M. and Kenning J, Computer Assisted Language Teaching Made Easy, British Journal of Language Teaching , vol. 19, no. 3, pp. 119 123, 1981.

[17] Kenning M. and Kenning J., An Introduction to Computer Assisted Language Teaching , Oxford University Press, London, 1983.

[18] Marty F. Reflections on the Use of Computers in Second Language Acquisition, The Internet TESL Journal , vol. 9, no. 3, pp. 85 98, 1981.

[19] McEnery T., Barker A., and Wilson A., A Statistical Analysis of Corpus Based Computer versus Traditional Human Teaching Methods of Part of Speech Analysis, Computer Journal Assisted Language Learning , vol. 8, no. 2, pp. 259 274, 1995.

[20] Moras S., Computer Assisted Language Learning and the Internet, Karen's Linguistics Issues, pp. 25 30, 2001.

[21] Nagata N., The Relative Effectiveness of Production and Comprehension Practice in Second Acquisition , University of San Francisco, USA, 1996.

[22] Nelson E., Ward M., and Kaplow R., Two New Strategies for Computer Assisted Language Instruction, Computer Journal of Foreign Language Annals , vol. 9, no. 2, pp. 28 37, 1976.

[23] Nutta J., Is Computer Based Grammar Instruction as Effective as Teacher Directed Grammar Instruction for Teaching L2 Structures , University of South Florida, USA, 2001.

[24] Patten B. and Cadierno T., Explicit Instruction and Input Processing, Computer Journal of Studies in Second Language Acquisition , vol. 15, no. 3, pp. 225 243, 1993.

[25] Rousan B., Research and Development Strategy for Information and Communication Technology, Government Press , Jordan, 2006.

[26] Salaberry R., CALL in the Year 2000: Still Developing the Research Agenda, Computer Journal of Language Learning and Technology , vol. 3, no. 1, pp. 104 107, 1999.

[27] Shang H., An Exploratory Study of E Mail Application on FL Writing Performance, Computer Assisted Language Learning , vol. 20, no. 1, pp. 79 96, 2007.

[28] Singhal M., The Internet and Foreign Language Education: Benefits and Challenges, Teaching English as a Second Language Journal, vol. 53 no. 3, pp. 241 267, 2004. The Effect of Computer Assisted Language Learning in Teaching English Grammar on the 439 Abdallah Abu Naba'h is assistant professor at the Department of Curricula & Instruction. Graduated from the University of Baghdad in 1972, obtained his MA in English from North Texas State University in USA, and got his PhD from the University of Wales in (TEFL) in 1988. Taught English for different levels in different Arab coun tries. Jebreen Hussain is associate professor at the Department of Curricula & Instruction, Faculty of Educational Sciences at the Hashemite University in Jordan. His research interests include educational technology and its applications in teaching and learning. Aieman Al-Omari is assistant professor and chairperson of the Department of Educational Foundations and Administration, the Hashemite University, Jordan. He earned his PhD from Washington State University, USA, in 2005. His research interests include higher education administration, student's affairs administration, educational leadership, and strategic planning. Sadeq Shdeifat ia assistant professor at the Department of Curricula & Instruction, dean's assistant for practice teaching at the Hashemite University, Jordan. He obtained his PhD from the University of Huddersfield, UK in 2005. His research interests include Islamic education, teach ers' training, and curriculum design.