Jordanian English language teachers' awareness of language learning theories and teaching methods

Abstract EN

This study attempted to collect data about Jordanian EFL teachers' awareness of language learning theories and teaching methods.

A questionnaire of (64) items was used as a data collection technique.

The sample consisted of (122) EFL teachers who were randomly selected from a population (260) of teachers of English from Second Amman Directorate of Education schools. The results revealed that most language learning theories were believed to be important to EFL teachers and that minor differences existed among the means of their scores.

Results also showed that except for the grammar translation method and the audio-lingual method, which were considered less important, several language teaching methods were advocated by teachers taking part in this study.

Moreover, results suggested that teachers promoted a direction which emphasizes-eclecticism and the use of computer technology in language pedagogy besides considering the socio-cultural and the educational philosophy of Jordan.