EFL teachers’ attitudes towards using games in teaching English vocabularies in Tafila directorate of education
Other Title(s)
آراء معلمات اللغة الانجليزية حول فعالية استخدام الألعاب في تدريس المفردات الانجليزية في مديرية الطفيلة
Dissertant
Thesis advisor
Comitee Members
al-Sakarnah, Ahmad Khalaf
al-Khatayibah, Majid Muhammad
al-Mubayyidin, Husam al-Din Zakariyya
University
Mutah University
Faculty
Faculty of Arts
Department
Department of English Language and Literature
University Country
Jordan
Degree
Master
Degree Date
2013
English Abstract
The present study is an attempt to investigate the effect of using games in teaching English vocabulary at the basic stage from EFL teachers’ point view in primary schools in Tafila Directorate of Education.
Moreover, it sheds light on the traditional methods that teachers usually use in teaching vocabulary.
The study sought to answer the following questions : 1.
What are EFL teachers’ attitudes about the effectiveness of using games in teaching vocabulary to young learners ? 2.
What are EFL teachers’ attitudes about the disadvantages for using vocabulary games in teaching? 3.
What are the difficulties that EFL teachers face in using games in teaching vocabulary? 4.
How often do EFL teachers use games in teaching vocabulary? 5.
Is there a statistically significant difference in using games in teaching vocabulary due to the teachers’ qualification and experience? The population of this study consisted of all the lower basic grade English language teachers in public schools in Tafila Directorate of Education for the academic year 2012 / 2013.
Teachers’ opinions were collected through a 25 items questionnaire that was developed and distributed by the researcher herself.
The following results were highlighted : 1.
There was a general positive attitude towards using games in teaching similar to those reported in the current literature.
2.
In spite of the fact that the vast majority of the subjects tended to agree concerning the significance and effectiveness of using games in teaching English vocabulary, they did not use them as frequently as expected in their classrooms. In light of the findings of the study, the researcher suggested some recomm- endations among which include preparing a guide book about using games in teaching English vocabulary and distribute it among teachers to encourage them to use more games in their classes.
Main Subjects
Topics
No. of Pages
43
Table of Contents
Table of contents.
Abstract.
Chapter One : Theoretical background.
Chapter Two : Review of related literature.
Chapter Three : Methodology.
Chapter Four : Findings, discussion and recommendations.
References.
American Psychological Association (APA)
al-Dawdiyah, Alaa Muhammad. (2013). EFL teachers’ attitudes towards using games in teaching English vocabularies in Tafila directorate of education. (Master's theses Theses and Dissertations Master). Mutah University, Jordan
https://search.emarefa.net/detail/BIM-347353
Modern Language Association (MLA)
al-Dawdiyah, Alaa Muhammad. EFL teachers’ attitudes towards using games in teaching English vocabularies in Tafila directorate of education. (Master's theses Theses and Dissertations Master). Mutah University. (2013).
https://search.emarefa.net/detail/BIM-347353
American Medical Association (AMA)
al-Dawdiyah, Alaa Muhammad. (2013). EFL teachers’ attitudes towards using games in teaching English vocabularies in Tafila directorate of education. (Master's theses Theses and Dissertations Master). Mutah University, Jordan
https://search.emarefa.net/detail/BIM-347353
Language
English
Data Type
Arab Theses
Record ID
BIM-347353
