Jordanian Arabic Language Teachers’ Self-Assessment of Their Language Teaching Approach Practices

Abstract

The present study measured the Arabic teachers’ evaluation degree of their language teaching approaches to reveal any statistically significant differences in the degree of their practices resulting from the variables of gender, educational qualification, and years of experience. In order to achieve the objectives of the study, the researchers developed a questionnaire of 30 items equally distributed to three approach groups: Integrative Approach Practice, Functional Approach Practice, and Communicative Approach Practice. The study sample consisted of 204 female and male Arabic teachers who were selected following the simple random method. The results of the study revealed that the Arabic teachers’ evaluation degree of their language teaching approach practices was high; with the Integrative Approach Practice at the top, followed by the Functional Approach Practice, and finally by the Communicative Approach Practice. However, no statistically significant differences were found in terms of teachers’ educational qualification, gender, or years of experience. The results are pedagogically analyzed, and a number of recommendations were set forth for teaching language and future directions of research.