The Development of Monotheism in Judaism - Free Essay Example

Sample details Pages: 5 Words: 1420 Downloads: 4 Date added: 2019/10/30 Category Religion Essay Level High school Tags: Judaism Essay Did you like this example? The idea that there is only one god, monotheism, is shared by over half of the worlds population today. Whether you are Christian, Muslim, or Jewish you believe in monotheism. Where does this idea originate from though? Many scholars believe that the origin of this idea dates back to the Babylonian exile of the Jews from Jerusalem around 600 BCE. Don’t waste time! Our writers will create an original "The Development of Monotheism in Judaism" essay for you Create order During this time the Babylonians conquered Jerusalem and destroyed the first temple built by Solomon. This is significant as at the time the Jews believed that God, or Yahweh, physically lived in the temple. So when the temple was destroyed, and subsequently the Jewish exile, the Jews were faced with questions surrounding Yahweh. The argument I will be making in this paper is how and why slowly over time, in answering those questions, the Jewish community created the idea of monotheism. The idea that the Jews created monotheism following the subsequent Babylonian exile overtime signifies that at one time Jewish religion was polytheistic. Proof of this can be found from the Old Testament Bible or the Torah. One such example found in the Bible is in Exodus chapter 15 verse 11 which states: Who is like unto thee, O Lord, among the gods? In the events leading up to this part of scripture, we find that, according to the Bible, Moses and the children of Israel have just successfully crosse d the red sea and fled from Pharoahs army with the Lord, or Yahweh, being responsible for freeing them from Egyptian bondage. After those events, Moses and the children of Israel start praising Yahweh, and the passage of scripture shared is one of the statements they make while praising him. This is one example of an instance in the Bible where we see the ancient Jews acknowledge the existence of other gods. Along with this are other verses in the Book of Psalm. Psalm 135 verse 5 states, For I know that the Lord is great and that our Lord is above all gods. This again shows that while they believed Yahweh to be above all other gods, they still acknowledged the existence of other gods. Even one of the ten commandments within the Bible implies the existence of other gods when it says in Exodus chapter 20 verse 3, Thou shalt have no other gods before me. This implies that there are other gods in which they could worship. All of these verses were written before the Babylonian exile, and they show that Jews were indeed at one time polytheistic. Once we have established that the Jews were at one time polytheisti c, the question now is when Judaism developed into a Monotheist religion, and whether they developed it themselves or adopted the idea from somewhere else. To start with, lets look at a verse written after the Babylonian exile. Isaiah chapter 44 verse 6 states: I am the first, and I am the last, and beside me, there is no God. This shows the change in belief over time in the Bible from the acknowledgment of other gods to now stating that there are no other gods but Yahweh himself. Why is this though? When looking at the time periods of these verses written we can see that the change from polytheism to monotheism within the Bible occurs following the Babylonian exile. Although its not until after the exile that you see Isaiah stating that Yahweh is the only god, the groundworks for the change to monotheism evolved slowly over time according to the book, No Other Gods: Emergent Monotheism in Israel, written by Robert Karl Gnuse. In his book, he states that the idea of Monotheism developed over time through certain events, and the culmination of these events following the Babylonian exile resulted in the change to Monotheism. Such events leading off to the change to Monotheism include when King David made Yahweh the national high god above Baal (page 101). Another development leading to monotheism was the prophets overtime pushing for the worship of only Yahweh and the claims of Yahweh having power over the other gods. An example of this is can be found in 1 Kings chapter 18 when the prophet Elijah challenges the prophets of Baal to see which god will be able to provide fire for them first. Elijah does this to prove that Yahweh should be followed instead of Baal. This is shown in biblical scripture when he says to the people, How long halt ye between two opinions? If the Lord be God, follow him: but if Baal, then follow him. Following this is when he challenges the prophets of Baal. Elijah wins the challenge, proving to the people that Yahweh is the superior god. Following this, the people slaughtered the prophets of Baal and worshiped Yahweh above Baal. Others followed in solidifying Yahweh as the god to be worshipped in Israel, and all of this helped develop the idea of monotheism following the Babylonian exile. Why then did it take the exile for Judaism to officially become monotheistic? The growing belief that Yahweh was more powerful than the other gods and subsequently deserved to be worship ped above other gods led to political and social conflicts. Due to this, the state hindered the growth of Yahwism into becoming monotheistic in order to relieve those conflicts according to Gnuses book (page 104). Gnuses book also states that The full development of monotheism also was connected to a fight against the emergence of social classes. Hence, true monotheism could arise only in the exile after the collapse of society with all the attendant social structures and the political-national religion of Judah (page 105). Thus the Babylonian exile was necessary for Judaism or Yahwism to fully convert to monotheism, being free of the state and societal issues from hindering this growth. After concluding all of this it may be wondered what necessitated the complete change to monotheism. Following the exile the Jews were faced with being surrounded by foreign cultures, and to avoid being assimilated into those other cultures, and to keep other gods from being worshipped in their culture, they needed to develop their own distinctly Israelite culture. The result of this was the cultural change to Yahweh being the only true deity, which meant the denial of all gods of other groups of people around them. Another factor that could have played a role in the complete change to monotheism would be the desire to keep different sub-groups of Jews from developing. Gnuse talks in his book about the fact that there were Jews who only believed in and worshipped Yahwey prior to the exile, while there were others that worshipped Yahweh along with other gods. Jews having different theological beliefs could have led to splits into sub-groups following the exile, which would have weaken ed them and their culture as a whole, and eventually could have led to the assimilation into other cultures around them. All of this was avoided by the change to monotheism, which is why I believe that these problems could have been a contributing factor to the change to monotheism. Along with that, the questions that arose from the destruction of the temple in Jerusalem led to a change in thinking from believing that Yahweh physically lived in the temple, to that he could be anywhere at any time. Also with the destruction of the temple, under their prior belief of other gods, the logical conclusion to be made was that either Yahweh had lied to the Jews, or that he was weaker than the Babylonian gods. Neither of those answers gave any hope to Yahwism or the Jews, and neither answer was a satisfying conclusion to their questions. That is when the idea of monotheism came to fruition as the only satisfying answer to the questions brought up due to the destruction of the Temple were that he is the only God and that he doesnt physically live only in one place, and these ideas brought about the full transition to the idea of monotheism. In conclusion, we can see through biblical text that predates the Babylonian exile that Jews in ancient Israel were originally polytheistic and that the idea of monotheism developed over time, resulting in the change to monotheism following the Babylonian exile. We can also see that the reasons for the development of monotheism within Judaism resulte d from the questions following the destruction of the temple, and the new surroundings they were presented with due to the exile. Whether you are Christian, Muslim, or Jewish, you believe in monotheism. And the Babylonian exile is the reason why you do.

The Different Places Jane Lived in Jane Eyre by Charlotte...

In the novel Jane Eyre, written by Charlotte Bronte, Jane lives in Three different places which greatly affect her life. The first place Jane stays is Gateshead Hall. She then goes to live at Lowood School. From Lowood Jane proceeds on to Thornfield Hall. The first place Jane stays is Gateshead Hall. While at Gateshead, Jane is treated unfairly and is punished for things she did not do. After the death of Janes parents, her uncle, Mr. Reed brought Jane into his house. On her uncles deathbed Mrs. Reed promises to treat Jane like one of her own children. Janes aunt, Mrs. Reed, does not like Jane and has a very hard time doing this. She feels Jane was forced upon her family after the death of her parents. Against her husbands†¦show more content†¦Mrs. Reed then punished Jane by sending her into the red room, the room her uncle died in, for the entire night. While in the red room Jane became terrified and thought she saw or heard the flapping of wings. The treatment Jane received caused her to become bitter and to truly dislike Mrs. Reed. I am not deceitful: if I were, I should say I loved you, but I declare I do not love you: I dislike you the worst of anybody in the world except John Reed, and this book about the liar, you may give to your girl, Georgiana, for it is she who tells lies and not I. Jane then goes on to live at Lowood School. While at Lowood Jane meets a young girl named Helen Burns. Helen taught Jane many things about life and religion. Jane recalls a time when Helen was scolded for not cleaning her nails or washing her face. Mrs. Scatherd, throwing out the fact that the water was frozen proceeded to punish Helen by smacking her on the back of the neck with a bundle of twigs. Jane is amazed at Helens ability to accept the punishment, even though it was not Helens fault. Jane then asked Helen if she wanted to leave Lowood. Helen tells her no because she was sent to get an education, But that teacher, Mrs. Scatherd, is so cruel to you? Cruel? Not at all! She is severe: she dislikes my faults. This statementShow MoreRelatedEssay on A Womans World in Jane Eyre by Charlotte Brontà «1145 Words   |  5 Pages too absolute a stagnation . . . † (Brontà « 129-130). Charlotte Brontà «, one of six Brontà « siblings, was a feminist author who lived and wrote during the beginning of the nineteenth century. It was a time when England was going through a slow but significant change, mainly surrounding the Industrial Revolution, but still preceding the days of any major feminist movements. Brontà « was angered that she had to write under a fake male name in order to have Jane Eyre published and read. Nevertheless, sheRead More Religion Through Spiritual Explorations in Charlotte Brontes Jane Eyre1564 Words   |  7 PagesReligion Through Spiritual Explorations in Charlotte Brontes Jane Eyre In Jane Eyre, religion is embraced through a series of spiritual explorations. Bronte portrays Janes character and zest for religion by revealing Janes transitions from Gateshead to Lowood, Lowood to Thornfield, and Thornfield to Moor House. Jane ultimately rejects everyone of these organized styles of worship. However, that does not mean that she rejects all their beliefs. She is forever changed by each experienceRead MoreJane Eyre, By Charlotte Bronte929 Words   |  4 PagesIn Jane Eyre, by Charlotte Brontà « explores how Jane wants to find love--not just romantic love but to value and sense of belonging. The book challenges how the language of middle-class love affects the way a character’s self-identity can alter the action, how Jane sees herself later when she found love and sense of belonging as independent women. When Jane was a child she struggles to find her own identity Jane begins to change through her journey once she realizes her own identity and this helpsRead MoreThe Lives of Emily and Charlotte Brontà «2000 Words   |  8 PagesEmily and Charlotte Brontà « retained exceptional novels throughout history. Their stories captivate the minds of readers alike, taking them to a world of dark, eerie hatred, and overcoming the obstacle faced with love and devotion. However, both sisters have diverse styles of writing. Charlotte Brontà « tends to use more hum or through her works, while Emily Brontà « uses more satire along with a sardonic tone. T hey both come together to have somewhat similar themes, making the moral of the story mentallyRead More Suffering and Injustice in the Opening Chapters of Charlotte Brontà «Ã¢â‚¬â„¢s Jane Eyre3724 Words   |  15 PagesSuffering and Injustice in the Opening Chapters of Charlotte Brontà «Ã¢â‚¬â„¢s Jane Eyre At the time the novel Jane Eyre was written, it was very difficult for women writers to have their books published. Charlotte Brontà « was very aware of the problem, and cleverly changed her name to Currer Bell so the book would be accepted. Luckily for Charlotte, her novel Jane Eyre was published in October 1847, and since writing this novel, Charlotte Brontà « has become very popular, and a classic author. TheRead MoreSimilarities Between Charlotte Bronte’s Life and Jane Eyre’s Life7010 Words   |  29 PagesABSTRACT This study mainly concerns with the similarities between Jane Eyre and Charlotte Bronte’s life. The aim is to find out how Charlotte Bronte’s life and experiences affect Jane Eyre. The most frequently and the most effective similarities from the earlier parts of their lives to the end of their lives are given in this study. It is also aimed to determine the frequency of similarities and effectiveness of these similarities by analyzing their lives. After analyzing the collectedRead MoreSimilarities Between Charlotte Brontes Life and Jane Eyres Life6996 Words   |  28 PagesABSTRACT This study mainly concerns with the similarities between Jane Eyre and Charlotte Bronte’s life. The aim is to find out how Charlotte Bronte’s life and experiences affect Jane Eyre. The most frequently and the most effective similarities from the earlier parts of their lives to the end of their lives are given in this study. It is also aimed to determine the frequency of similarities and effectiveness of these similarities by analyzing their lives. After analyzing the collectedRead MoreThe Upbringing Of Orphans By Charles Dickens And Jane Eyre1714 Words   |  7 Pagesinjustice. The 19th century Victorian era contrasted of different social classes; the wealthy, the working and the poor classes, which led to the forms of social order in society. It also encompassed some of the most famous literary works that till today impact the lives of many, and leads readers to wonder about the injustices of the conditions of the orphans. The novels Oliver Twist by Charles Dickens 1838 and Jane Eyre by Charlotte Bronte 1847 depicted much of the 19th century working class andRead MoreAnalysis Of The Novel Jane Eyre 1650 Words   |  7 PagesTamara Ortiz Ms.Cuneo English Period 3 February 29, 2016 Unnoticed Feminism The Author of Jane Eyre is Charlotte Brontà « and she was an English novelist. This novel is known has her masterpiece. In the novel Jane Eyre, the main character is Jane is an orphan, and is missed treated in her early years of life. The author Charlotte Brontà « created a tough character. She forms Jane’s character by the living conditions. By the conditions and Jane’s experiences created her strong personality. She isRead MoreExplore How the Theme of Isolation Is Used in of Jane Eyre with Particular Focus on the Opening Chapters3688 Words   |  15 Pagesexploring how the theme of isolation is used throughout the novel Jane Eyre written by Charlotte Bronte, with particular focus on the opening chapters. When Charlotte Bronte wrote Jane Eyre in 1847, it became an immediate bestseller. It contained themes of which were previously rarely brought to light and of which many believed to be controversial, such as womens place in the Victorian society, of which Bronte lived in. Jane Eyre was written in first person narrative. This technique immediately

The Adoption Of The United States - 1310 Words

Before the 1970’s adoption between race was not popular. Then suddenly there was a shortage of Caucasian babies and parents trying to adopt had to look elsewhere. Many factors took place for the shortage to happen including the legalization of abortion in 1973, the increased use of contraceptives, and the changing social attitudes that led more unmarried white women to keep their children rather than give them up for adoption (â€Å"Adoption†). In 1994 Congress passed the Multiethnic Placement Act (MEPA), prohibiting any federally assisted adoption agency from denying an adoption based on the race of the child or of the adoptive parents. In 1996 this act was amended by the Interethnic Adoption Provisions (IEP), which allows agencies to†¦show more content†¦Same-sex adoptions are when a gay or lesbian couple decides since they are unable to conceive that they would like the same opportunities as everyone else and adopt a child. There are many people who do not s upport this. The reason for their unsupportiveness is that they think they just aren’t a right fit for children. Others though say that a child’s welfare is better served in a family environment with two parents, regardless of the parents’ sexual orientation (â€Å"Adoption). In the article, â€Å"Birth Mother wins return of toddler after ‘adoption by lesbian couple†, it tells a story of a deaf mother giving birth to a child and then having it be adopted by a lesbian couple only to take it away three years later. All three women had the exact same disability and that is why the birthmother aloud her daughter to be adopted from them. The birth mother thought that she would be unable to care for her child but later on found out she would be able to provide for her daughter. Although this situation was unique because they did not go through an adoption agency the lesbian mothers showed very clearly that they could take care of the child. They had care d for the girl from the minute she was born until the day the birth mother took her back. The couple even lived in the birth mothers house for the last few months of her pregnancy and practical raised the birth mothers children. After all this though the court still ruled that the couple was unfit to

A Tale of Two Cities Minor Characters Essay - 644 Words

A Tale of Two Cities: Roles of Minor Characters Every story in the history of literature has one or more characters that are not as significant as other characters. Although these characters aren’t as important, they serve to advance the plot or are symbolically important. There are definitely numerous depictions of these characters in A Tale of Two Cities, by Charles Dickens. Two examples are Lucie Manette Darnay and Miss Pross. Both of these flat characters are important in the development of the story. Lucie Manette Darnay played an important and symbolic role in the novel. Dickens described her as â€Å"the golden thread† of the novel, weaving its good throughout the plot. Along with her good nature, she was also young and attractive.†¦show more content†¦(272) Lucie is obviously a symbol for good and righteousness. She is â€Å"the golden thread† that binds the other characters together. She is protected by Miss Pross, devoted to her father, Doctor Manette, loved by Sydney Carton, a friend of Mr. Lorry, and was married to Charles Darnay. nbsp;nbsp;nbsp;nbsp;nbsp;Another minor character significant to the story is Madame Defarge. Defarge is the antithesis of Lucie. Defarge’s entire family perished when she was a young girl. She possesses an extreme vengeance towards the people who killed them. She condemned not only the people that did it, but also the entire Evremonde family line to which the murderers were from. She would inscribe the names into her knitting registry of people she doomed to death. Her drive to attain retribution drove her to commit horrible acts. Her evil mind set is exemplified in the following: â€Å" When the time comes, let loose a tiger and a devil; but wait for the time with the tiger and the devil chained—not shown, yet always ready. (Dickens 165) Her hatred and sense of revenge have evoked evil thoughts and actions in Defarge. Symbolically, Madame Defarge stands for the intensity and bloodthirst behind the Revolution. Her views of the optimal course of the Revolution are revealed in a dialogue between her, her husband, and the Jacques Three: ‘It is true what Madame says,’ observed Jacques Three. ‘Why stop? There is great force in that. Why stop?’Show MoreRelatedMinor and Major Characters in A Tale of Two Cities by Charles Dickens650 Words   |  3 Pages A Tale of Two Cities In the book A Tale of Two Cities by Charles Dickens, he compares many characters by including similar and contrasting characteristics between a minor character and a major character. Charles Darnay and Sydney Carton are characters who exemplify this comparison because at the beginning of the novel Carton is portrayed as a drunken, careless man while Darnay on the other hand is the example of what Carton should to be, successful, polite and respectable. 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With the resurrection of an evicted man, the novel sprouts from a broken family recovering and growing. This novel incorporates many grand gestures and adventures, such as the French Revolution, treason trials, and the sacrifice of one’s own life in the name of love. Read MoreEssay on The Tell-Tale Heart1132 Words   |  5 PagesIn the baffling tales of â€Å"The Tell-Tale Heart,† â€Å"A Rose for Emily,† and â€Å"My Last Duchess,† the narrators give in-depth descriptions about the characters and their surroundings. The central theme in these tales comes frightf ully alive early on in the stories, but still manages to produce a dramatic ending in every tale. 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The culture of the Medieval Ages valued with bravery and courtly love which was reflected in the exploits and adventures of King Arthur and Sir Gawain; the modern culture trait of compassion is embodied in the modern hero Superman. â€Å"Chivalry basedRead MoreRomeo and Juliets Love1469 Words   |  6 PagesRomeos death.) with Romeo dead. Fate contributed to the final outcome between Romeo and Juliet. Banishment and failure go hand-in-hand.   The friends and relatives of Romeo are one day confronted by the Capulets, followed by Romeo afterwards. The two groups begin a dispute which leads to the death of Mercutio, and when Romeo sees this, he kills Tybalt, the killer of Mercutio.   This causes the Prince to take more serious actions as he says â€Å"†¦for that offence immediately we do exile him hence†. This

Google Inc Swot Analysis Free Essays

Google Inc. : SWOT analysis Introduction: Google was started as a research project by two Stanford PhD students named Sergey Brin and Larry page. They registered the domain name google. We will write a custom essay sample on Google Inc: Swot Analysis or any similar topic only for you Order Now com in the year 1997 and in September 1998, it became a privately owned incorporate Google Inc. With its extensive research on search algorithms and use of state of the art technology, Google successfully established its brand name in internet search engines market. By the year 2004, Google came up covering over 75% of US web search market. Though Google is a dominating player in internet searching market, it has to compete with its rivals in this field where there is no long time entry barrier. Google can expand / change its business model to survive in this best search engine race. SWOT Analysis:* Strengths:* †¢ Google – Already number one search engine has established a brand name, in which its users trust. It’s dependable, reliable and fast. †¢ Google needs very little end user marketing as the name itself is getting word by mouth publicity. Google has a simple interface and it gives comprehensive results without confusing its users. †¢ Google has low operation cost as it uses low cost UNIX web servers for indexing millions of web pages across internet. †¢ Google has hired PhDs who are continuously working hard in order to enhance search algorithms and make searching faster, efficient and relevant. †¢ By 2003, Google has already powered over 75% of the 300 million searches cond ucted daily in the U. S. and 300 million plus outside the U. S. Google provides an interface to 88 languages to make it comfortable to search for its users in different countries. †¢ Google uses state of the art search technology to index pages regularly in order to give most updated results to its users. †¢ Google also weights the votes and ranks web pages with its PageRank technology to give its user access to most important pages first. †¢ Google is not biased towards advertisers. It clearly separates relevant advertisements and actual results by giving â€Å"Sponsored Links† tag to sponsored results when user searches to get information with some keyword. Moreover, it also ranks sponsored links to keep most relevant sponsored links on the top. †¢ Google offers localized search called â€Å"search by location† where users can get results showing vendors, products and services nearby their areas. †¢ Google also has a range of innovative additional services like Images, Groups, Directory, and News. Google didn’t complicate its website by making itself a portal; rather it kept tabs for these services on its homepage so users can easily navigate and that also keeps the website as simple as it was earlier. Google has also come up with solutions for wireless handheld devices, personalized toolbars, catalogues which are added essence strengths. †¢ Google quickly routes the user to the webpage and doesn’t linger for ad revenue. *Weaknesses:* †¢ Many spammers manipulate Google’s ranking technology by creating dummy sites with thousands of links to pages that they wanted Google to rank highly. â₠¬ ¢ Google’s link based ranking did not employ actual traffic analysis. Google’s Cost Per Click advertising charging and ranking policy is confusing and makes it difficult for marketers to predict where their ads would be positioned and how much they would cost. †¢ Google’s contextual advertising was perceived by marketers to be less effective in generating sales because visitors to web pages showing editorial content were less likely than searchers to be ready to buy. †¢ Contextual search algorithms are not 100% perfect and many times make mistakes. Google’s localized search algorithms too sometimes result in errors due to automated indexing. †¢ Google’s business model is complex, depending upon both google. com and mass market portals for its revenue. †¢ Although Google is a dominating player among search engine websites, only 50% to 65% of web search queries are answered accurately by it. †¢ Google doesn’t have â €Å"sticky† like Yahoo! And MSN have which can attract users. †¢ Google doesn’t have highly personalized search by which it could charge users with switching cost if they decide to leave Google’s services. How to cite Google Inc: Swot Analysis, Papers

Use Of English On Social Networking Sites â€Myassignmenthelp.Com

Question: Discuss About The Use Of English On Social Networking Sites? Answer: Introducation In order to analyse the research subject, the questionnaire survey has been taken with 400 respondents. Among the 400 respondents, about 66.8% are female. Besides, majority of the respondents (284 out of 400) are belonging to age group of 18 to 21 years. About 103 respondents fall within age group of 22 to 25 years. Concerning academic year, majority of the respondents (144 out of 400) have completed first year. About 94 respondents have completed the second year. The number of respondents who are in first year and fourth year are 67 and 70 respectively. With respect to the major taken by the respondents, it can be observed that 228 have science major and the rest 172 respondents has human as major in the college. Social Networking In order to understand about the social networking activities of respondents, they are asked about the primary method of using internet. From the findings it can be observed that about 87.5% of respondents use smartphone to access internet. Only 10.8% and 1.8% have found to use laptop and PCs for accessing internet, indicating the prevalence of smartphone usage among the college students. For understanding the popularity of social networking, the respondents are asked about the mots used social networking sites. Expectedly Facebook has obtained highest ranking where 75% of respondents have found to use this site. Apart from WhatsApp and Snap Chat is also used by considerable number of respondents (70% and 55% respectively). About 50% respondents have found to use Instagram. This signifies that Facebook is the most influencing social media for the purpose of communication and hence learning English language. Most of the respondents (about 37%) have also mentioned that they spend about two to four hours on social networking sites every day. Besides, 22% and 21% respondents have stated that they spend about five to six hours and more than six hours respectively in the social networking sites. This indicates that social networking sites play vital part to learn and use English language as considerable amount of time is spent on them. Female respondents have found to use the social networking sites more in comparison with the male. This indicates that social networking sites have more influence on language capability of female than male. From the findings, it can be observed that majority of respondents (265 out of 400) are using social networking sites for more than three years. About 97 respondents have found to use the social networking sites for one to three years. This indicate that the respondents have become habituated for using social networking for so long and therefore social networking has become a part of regular routine for them for communication. English Usage on Social Networking Sites With respect to the use of languages on social networking sites, 74% of respondents mentioned that they use both English and Arabic. Since, social networking is used by people throughout the world and English is the most prevalent language among most of the world people and also accepted worldwide, the respondents are bound to use English apart from their native language. Only 15% have found to use only Arabic language in social networking. Besides, it can also be observed that the use of English in social networking sites is higher among the female (267 out of 400) than male (133 out of 400). In order to understand to what extent English is used for communication or commenting or interacting in English in social networking, series of question has been asked to the respondents. On the basis of findings, it can be observed that the mean value is more than 3 for respondents who communicate with English speakers, who read news and other information in English, who email friends in English, who comment on posts in English and who communicate with companies and business in English. This signify that to a large extent respondents agreed to use English in social media website, specifically in Facebook and WhatsApp. The value of is observed as more than 0.80 for each variable, which indicate that there is much difference between the reactions of respondents. The next question was asked in order to understand how and in what context tertiary EFL students in Jordan use English and social networking. The mean value of the analysis is observed as more than 4 which indicate that majority of respondents have agreed behaviour on the statements. In this context, most of the respondents have stated that Facebook and WhatsApp have made it simpler to access the instructional materials in the internet. Besides these applications also helps to strengthen discussion between the learners and the teachers in English (Ynuus, 2016). The students are able to freely ask questions through these applications and exchange knowledge and expertise. Facebook and WhatsApp also help to establish specific educational network. Facebook also has tools such as like and comment which assist in obtaining the feedback of students regarding English Curriculum. Therefore, through these applications, the teachers are able to understand the requirements and effectiveness of s tudents learning about English language (Brick, 2012). Finally, most of the respondents have also mentioned that through Facebook and WhatsApp, the teachers can share their blog post to the students. This function acts as a key aspect of English learning procedure (Facer, 2011). The of the analysis is observed as more than 0.70 which indicate that there is low level of similarity between the reactions of respondents. The fourteenth question was asked in order to understand the attitudes and beliefs of students in using English as foreign language in the social networking sites. The mean value of the reactions is observed as more than 3.5, signifying agreeing attitudes among the respondents. In this context, most of the respondents are agreed with the fact that they practice writing, reading, listening, and speaking in English via social networking sites. This signifies that social networking sites are great communication tools for increasing the proficiency in English (Chartrand, 2012). Majority of the respondents have also agreed with the fact that social networking sites have enhanced the English communication abilities and motivation to read English materials. Through constant communication with different students, the social networking sites also assisted in correcting the mistakes of using English language. Communication with different people also assisted in learning new words and therefore social media also enhanced the English vocabulary of people (Rogers, 2007). The respondents also agreed with the fact that using social networking enhanced the confidence to communicate by using English. This finding signify that with continuous exposure of using English, the students knowledge on English has increased, they have understood their mistakes and lacking which makes them self assured to talk with other by using English (Yunus, 2013). The respondents have also mentioned that social networking sites have made English language learning much interesting, collaborating and coexistent. The value of is observed as more than 0.7, indicating that most of the respondents reaction differs from mean value. The fifteenth question was asked in order to understand the opinion of students and teachers regarding the utilisation of social networking sites as teaching instruments for EFL pedagogy (Recker, 2004). Most of the respondents have mentioned that the social networking sites such as Facebook, WhatsApp, Twitter, Snap Chat, Google+ and Instagram among others should be utilised for learning purposes in English language classroom. These tools have proven to be effective in learning in better way than the traditional methods (Yang, 2009). It provides motivation and confidence to the students in learning English in positive manner. Correlation Analysis In order to understand the relationship between communicating in English and reading, emailing and commenting on social networking sites, correlation analysis has been undertaken (see following table). From the above analysis, it can be observed that the value of correlation coefficient between the variables is positive. However, the values are not much closer to 1. Therefore, it can be mentioned that there is positive but weak relationship between communicating in English and reading, emailing and commenting in the social networking sites. However, no relationship has been found with respect to communicating with English speakers and communicating with companies and business persons in English as the correlation value is much closer to zero. Furthermore, correlation analysis is also undertaken in order to understand the connection between easy accessibility of instruction materials in internet and interaction between students and teachers, utilisation of social networking tools, encouragement of discussion with English speakers and establishment of educational network (see following table). From the analysis, it can be observed that easy accessibility of instruction materials in internet has no relationship with the interaction between students and teachers, utilisation of social networking tools, encouragement of discussion with English speakers, and establishment of educational network as the values of respective correlation coefficients are much less than 1. Correlation analysis is also undertaken in order to assess the relationship between learning new words in English through social network and utilising social network for enhancing motivation for English communication, using social network for enhancing English communication mistakes, practicing English through social networking, using social networking for making English learning simpler (see following figure). From the analysis, it can be observed that the value of correlation coefficient between the variables is positive. Therefore, it can be mentioned that positive relationship exists between them Reliability In order to evaluate the reliability of the analysis, the Cronbachs alpha method has been used. For each correlation analysis, the alpha value is measured (see following tables). From the above analysis, it can be observed that the value of coefficient for each three correlation is 0.763, 0.761 and 0.856 respectively. In a typical analysis, value of 7 is regarded as reliable. In this context, it can be observed that in all three questions, value is more than 7. Therefore, it can be stated that the outcomes has satisfactory level of internal consistency and that the research is reliable. Discussion The research findings illustrate the information regarding online social networking site utilised by the students, their online social network communications and their learning style preferences. The research findings indicate that the students most popular online social networking site is Facebook and they spend considerable time on conversing through this channel. This recommends the likelihood for the educators to mix the traditional classroom learning environment with online social networking functions, such as conversations and knowledge sharing. This finding must be considered while planning the English learning function by the online social network. The research also explored the relation between utilisation of social networking sites and their leering English environment. The outcomes are presented in two sections. The first section comprises descriptive information which contains respondents gender, age group, language use and time utilisation of social networking sites. On the other hand, the second section is classified into two aspects. The first aspect defines if social networking sites can act as online learning environment which facilitate learning of English language. The outcome signify that social networking sites can have positive influence on the aspects of students communication with the teachers and other students. Social network also assist in sharing learning resources, course materials and exchanging expertise. In university, the teachers are required to communicate with the students through only English, comprising every kind of interactions such as writing or speaking. In this context social networking help t o enriching English learning through constant conversation with English native speakers. Therefore, tis media is encouraging students to become more confident and inspired in learning English settings. The second aspect discusses of social networking sites posit valuable and enjoyable atmosphere for learning English. According to findings social network enhances English learning through encouragement of group discussion, creation of blog posts, commenting on posts and interacting with people. Through social networking students can find similar group who share similar understanding, knowledge and interests. They can express individuality and imagination. Being active and reflective in social networking impact on the way students can utilise chat and messaging service and the way they monitor learning page in order to claim learning information. To conclude, the research findings recommend the potentials and trends for the future of combined learning between traditional type classroom environment and learning functions on online social environment. The findings explored that social media play vital part in interacting with the teachers outside the classroom, in connecting with classmates, in giving knowledge and feedback and in exchanging course information. This signifies that social media will open a new door for methods and styles of learning for students, specifically English language. Utilising social networking sites will augment the prospects for the students to overcome the hindrances of classroom environment and inspire social communication which can result in additional learning opportunities and also will inspire involvement in face to face communication in classroom. Therefore, social networking technology can assist in developing a positive learning community and healthy atmosphere for improving students learnin g English language while they are exploring their accounts. References Brick, B. (2012).The Role of Social Networking Sites for Language Learning in UK Higher Education: The Views of Learners and Practitioners. International Journal of ComputerAssisted Language Learning and Teaching, 2(3): 35-53. Chartrand, R. (2012). Social networking for language learners: Creating meaningful output with Web 2.0 tools. Knowledge Management E-Learning: An International Journal, 4(1), 97-101. Facer, B. R. (2011).Academic podcasting and mobile assisted language learning: Applications and outcomes.IGI Global. Rogers, P. C. (2007). A Web 2.0 learning platform: Harnessing collective intelligence. Turkish Online Journal of Distance Education, 8(3), 1633. Recker, M. M. (2004).Discovery and use of online learning resources: Case study findings. Journal of Educational Technology Society, 7(2), 93104. Yang, S. H. (2009).Using blogs to enhance critical reflection and community of practice.Educational Technology Society, 12(2), 11-21. Yunus, M. M. (2013). The use of Information and Communication Technology (ICT) in teaching ESL writing skills. English Language Teaching, 6(7), 1-8. Ynuus, M. M. (2016). Activities and Suggestions for Using Social Networking in Teaching Esl Writing. Journal of Theoretical and Applied Information Technology, 84(2), 170-182.

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