Educational Movies and Info-graphics Impact on EFL Students’ Reading and Writing Skills in Light of their Motivation in Jordan

This study attempted to investigate the impact of using educational movies and info-graphics on developing reading and writing skills of seventh-grade EFL students in Jordan, considering their motivation to learn English. A quasi-experimental design was adopted, involving sixty students the students were selected from three existing class sections, which were kept intact and then randomly assigned to the three study groups: two experimental groups and one control group: two experimental groups using educational movies and info-graphics and a control group taught by using the conventional methods. Three instruments were used: reading and writing achievement tests and a motivation questionnaire. The study lasted for six weeks during the second semester of the academic year 2024/2025. The results revealed significant differences in favor of the experimental groups in the post-tests. It is recommended that policymakers and educators should incorporate these resources into teaching, training, and developing the curricula.