There have been significant efforts over the past few decades to increase the number of Jordanians who speak English as a foreign language. Researchers have discovered a correlation between one's attitude towards language and their propensity to employ effective strategies. Similarly, it has been proven that using active learning strategies can boost students' comprehension of what they read. However, less attention has been paid to how these strategies affect how people feel about learning a new language. The purpose of this study was to employ active learning techniques to improve the attitudes of tenth-grade students toward foreign language learning. 50 male students were assigned at random into experimental and control groups, each with 25 participants. The control group was taught using the exercises provided in the teacher's book, whereas the experimental group was taught using four active learning methods (SQ3R, brainstorming, scaffolded instruction, and snowball tossing). An attitude scale was employed to gauge how the experimental group students felt about FL classes. Comparatively, a descriptive observation checklist was used to gather data for the qualitative component. The pupils' views about studying a foreign language have greatly improved.

active learning strategies; brainstorming; reading comprehension; scaffolding; snowballing; SQ3R.