Jordanian English female teachers’ utilization of instructional games and attitudes towards these games

Abstract EN

This study investigates the extent to which Jordanian female English teachers use games in their classes and their attitudes towards them.

The sample consists of all 150 first through fourth grade female public school English teachers in Irbid First Directorate of Education.

Out of the 138 subjects who responded to the questionnaire, 47 subjects (31 % of the sample) were randomly selected to be observed in their classrooms and interviewed two weeks after they had responded to the questionnaire to determine whether or not there is a relationship between the teachers’ attitudes towards instructional games, as revealed by their responses to the questionnaire, and their actual use of these games in their teaching.

The findings reveal that there is no linear relationship between the teachers’ attitudes towards using instructional games and their actual classroom practice.

In spite of the fact that the vast majority of the subjects tended to agree concerning the significance of using games in teaching English, they did not always use them in their own classrooms.