This study aims to present effective teaching strategies for speaking and reading skills among EFL learners at Al-Zaytoonah University in Jordan. In order to achieve this study, a quasi-experimental research design was employed focusing on the development and evaluation of active learning strategies for instructional lessons for first-year EFL students. Deeply, it aims to involve the creation of active learning strategies for these EFL learners by implementing an intervention to incorporate interactive activities and real-world problem-solving tasks to engage students actively in the learning process. It is designed to align with the common curriculum standards and learning objectives for reading and speaking EFL skills among these students. Then, an interview and a questionnaire were conducted among participants. The study revealed teaching reading and speaking skills with active and digital approaches improves English learning. According to the post-test findings, questionnaires, and interviews, digital learning tools like TED Talks and online courses like Perfectly Spoken help students improve their language skills, especially when combined with active classroom teaching. The results showed that EFL students value instructor input for developing speaking and reading. Setting personal learning goals and picking instructional materials boosts motivation and skill development. Grouping and achieving academic objectives assist students in building speaking and reading skills by allowing them to communicate with peers. The interviews showed that choosing the right time and place to study improves learning, and the test results showed that the experimental group that used active/innovative teaching methods made more progress than the control group. in regard to the development of new teaching strategies of speaking and reading skills among EFL learners in Jordan, it is important to improve EFL learners' reading and speaking skills, internet courses and educational video sites should be used alongside traditional teaching techniques. Such findings may help academic institutions e.g., universities and schools in Jordanian context. Policy-makers and EFL learners and teachers can combine technology, self-paced learning, and collaborative learning to improve student performance and enable real-world language use. They emphasise supporting learners in developing personal goals and creating a collaborative and participatory atmosphere. © 2025 Sciedu Press. All rights reserved.
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