EFL teachers’ practices while teaching reading comprehension in Jordan: Teacher development implications

This study investigated in-service English as foreign language (EFL) teachers’ practices while teaching reading comprehension at schools. Thirty EFL teachers were observed to identify their current practices and teaching quality. To triangulate the trustworthiness of the data, out of those thirty, ten EFL teachers were interviewed. The observation data were analyzed using descriptive statistic particularly frequencies and percent, and the interview data were analyzed using thematic content analysis. The findings of the study revealed that teachers taught students reading comprehension traditionally. Most of the observed and interviewed teachers knew the names of the reading comprehension strategies and the stages of teaching reading comprehension. However, they did not know how to employ and practice them. Based on the results, it is necessary to design professional development programs to empower EFL teachers on how to present these strategies and to conduct further research on this topic while considering other variables, like experience and the nature of curricula

Effects of employing in-service EFL teachers strategy-based instruction on their performance of teaching listening comprehension in Amman-Jordan

This study investigated the effect of a proposed training program based on strategy-based instruction (SBI) on EFL female teachers' performance in teaching listening comprehension. The participants of the study were 36 EFL female teachers who were purposefully chosen by EFL supervisors from schools in Amman. The participants were randomly divided into two groups: 18 EFL teachers in the experimental group who were trained according to the proposed training program and 18 teachers in the control group who were received a conventional training program. A teaching listening comprehension scale and an observation checklist were used as research tools. Analysis of covariance (ANCOVA) was employed to identify any statistically significant differences between the two groups on teachers' performance in teaching listening comprehension. The findings revealed that the teaching performance in listening comprehension of female EFL teachers in the experimental group outperformed the control group, and employed most of the SBI when the participants were observed. Based on the results of the study, the researcher recommends that future research be investigated on the effect of research-based strategies on teacher effectiveness in teaching other language skills

Scrutinizing Teachers’ Awareness of Global Citizenship Education (GCED) in Jordan

This study aimed to determine the Global Citizenship Education (GCED) awareness level of teachers of different subjects in Jordan and to investigate whether their global citizenship awareness levels varied in terms of different demographic variables. The sample comprised 4305 teachers. Data were gathered using an awareness scale and an interview. Findings revealed that teachers showed an unsatisfactory level of awareness of GCED; females were more aware of GCED. Based on the results, it is recommended that teachers’ knowledge should be fostered in teaching GCED concepts, skills, and values, and to transcend the teacher-centered approach as it doesn’t promote the outcomes of creating global citizens. Keywords: Teachers’ Awareness, Global Citizenship Education, Demographic Variables, Teacher Development. Cette étude avait pour but de déterminer le niveau de sensibilisation à l'éducation à la citoyenneté mondiale des enseignants de différentes matières en Jordanie et d'examiner si leur niveau de sensibilisation à la citoyenneté mondiale variait en fonction de différentes variables démographiques. L'échantillon comprenait 4 305 enseignants. Les données ont été recueillies à l'aide d'une échelle de sensibilisation et d'un entretien. Les résultats ont révélé que les enseignants ont montré un niveau insatisfaisant de sensibilisation à la citoyenneté mondiale ; les femmes étaient plus sensibilisées à la citoyenneté mondiale. Sur la base des résultats, il est recommandé de renforcer les connaissances des enseignants dans l'enseignement des concepts, des compétences et des valeurs de la citoyenneté mondiale, et de transcender l'approche centrée sur l'enseignant car elle ne favorise pas la création de citoyens du monde. Mots clés : Sensibilisation des enseignants, éducation à la citoyenneté mondiale, variables démographiques, développement des enseignants

Exploring EFL Teachers’ Perceptions of Enacted Curriculum in Jordan: Towards Integration Curriculum Development with Teacher Education

This study investigated EFL teachers’ perception of the enacted curriculum, the status of the intended curriculum, and the challenges faced by teachers, while implementing the curriculum. A qualitative design was used and 15 teachers were interviewed to discover their perceptions of the enacted curriculum. Our results revealed that there is a misalignment between the intended curriculum and the enacted curriculum Participants continued to teach in a manner, which was inconsistent with the curriculum reforms, and teachers faced several challenges, that compelled them to teach in a traditional manner.</p

Perceptions of Syrian Student Refugees towards Blended Learning: Implications for Higher Education Institutions

This study investigates the Syrian refugees ' perceptions of blended learning (BL) at Arab Open University in Jordan as well as the effects of age and gender on participants' perceptions. A questionnaire was used to collect data from 93 Syrian refugees. Results revealed that the Syrian refugees have positive perceptions of the BL approach, and they are satisfied with it as it plays a transformative role in achieving their academic goals without negatively affecting their work and family affairs. Results also revealed there were no significant differences in participants' perceptions of BL attributed to gender, but age had a significance differences, that is, older participants view BL favorably. The current study also investigated the challenges that refugees face when experiencing BL. Based on the results, it is recommended to expand the use of BL approaches, especially for vulnerable groups like refugees while taking into consideration the challenges they stated. Further research should be conducted to investigate other variables that affect participants' perceptions like achievement, and majors