Jordanian EFL students’ attitudes toward dialogic teaching
اتجاهات الطلبة الأردنيين متعلمي اللغة الإنجليزية نحو التدريس الحواري
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This study investigates the Jordanian EFL seventh grade students' attitudes toward dialogic teaching.
A total of 31 homogeneous female participants were selected at Yarmouk University Model School, Irbid, Jordan during the second semester of the year 2018-2019.
The speaking activities of Enterprise 1 were redesigned based on dialogic teaching principles.
The implementation of the dialogic-teaching instructional program lasted for two months.A questionnaire on the students‟ attitudes after implementing the program was used.The questionnaire is a five-point rating scale that included eleven items in English, then they were translated into Arabic for students‟ convenience.
Validity and reliability of the program and questionnaire were establishedby appropriate procedures and data were analyzed using proper statistical measures.
The results revealed that the students had positive attitudes concerning the usefulness of dialogic teaching in teaching speaking.
Further, empirical studies on the effect of dialogic teaching and EFL learners‟ attitudes are needed.
American Psychological Association (APA)
Hallush, Lana Abd Allah& Bani Abd al-Rahman, Abd Allah. 2021. Jordanian EFL students’ attitudes toward dialogic teaching. Jordanian Educational Journal،Vol. 6, no. 4, pp.1-20.
Modern Language Association (MLA)
Hallush, Lana Abd Allah& Bani Abd al-Rahman, Abd Allah. Jordanian EFL students’ attitudes toward dialogic teaching. Jordanian Educational Journal Vol. 6, no. 4 (Dec. 2021), pp.1-20.
American Medical Association (AMA)
Hallush, Lana Abd Allah& Bani Abd al-Rahman, Abd Allah. Jordanian EFL students’ attitudes toward dialogic teaching. Jordanian Educational Journal. 2021. Vol. 6, no. 4, pp.1-20.
Includes bibliographical references : p. 16-19
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