Abstract
This study aims to evaluate and investigate the influence of teaching techniques on the performance of English as Foreign Language (EFL) teachers by evaluating the techniques’ effectiveness and actual implementation, as well as to examine the role of teachers in influencing the effectiveness of in-service training courses. A total of 798 questionnaires have been distributed to teacher-respondents. Qualitative and quantitative approaches have been adapted to aid in the evaluation. The findings of the study, taking into account the teaching techniques’ effectiveness in the in-service training courses and their impact on EFL teachers’ performance, have revealed that EFL teachers’ in-service training courses did not emphasize good and effective teaching technique.
Highlights
English language teaching and learning in Jordanian schools have an urgent need for reforms and innovation
Qualitative and quantitative approaches were used in this research based on reviewed literature, as well as and to gather facts that will aid in the evaluation of the effectiveness of in-service training courses and their influence on English as Foreign Language (EFL) teachers’ performance
The results show that the in-service training courses did not discuss brainstorming elicitation technique even though it is stipulated as a subject in these courses
Summary
English language teaching and learning in Jordanian schools have an urgent need for reforms and innovation. The Jordanian Ministry of Education changed the English language curricula and established new departments related to English language learning and teaching. “Comprehensive policy reform of the educational system should be geared in improving quality, standards, relevance, efficiency, and access. In this regard, any mechanisms and terms of reference built into the policy framework should include identifying regional needs and priorities; mobilizing human and financial resources within the region according to needs and priorities; and setting up collaborative mechanisms that allow countries to share and exchange information, experiences, and expertise in the planning and implementation of the needed reforms” (Billeh, 2002:31)
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