Measuring EFL Teachers' Knowledge of Communicative Language Teaching Approach and Practices in Jordanian Public Schools

Abstract

The purpose of this study was to measure the EFL teachers' knowledge of the principles of the CLTA and to what extent they apply it inside the English language classrooms. It also attempts to determine if the variables of gender, experience and qualifications have effects on teachers' knowledge of CLT and their actual practices inside the classroom. The sample of this study consisted of 144 EFL teachers (63 male and 81 female) who were chosen purposefully. From this sample, the researcher has also chosen randomly 47 teachers (28 male and 19 female) for classroom observations. In addition, 14 teachers (11 male and 3 female) participated in the pilot study to determine the internal reliability of the questionnaire. Two instruments were used to collect the data: teachers' questionnaire, and classroom observation check list to elicit answers to the questions of the study. xi The data were computed and analyzed using SPSS (Statistical Package for Social Sciences). The following tests were conducted: mean scores, Standard deviations, T – test, and Oneway ANOVA. From the findings of this research it can be concluded that all the CLT characteristics included in the questionnaire and the observation checklist due to the variables of experience, gender, and qualifications were known and used by the EFL teachers in different degrees. The results of the first question showed that concerning the experience the mean difference was significant at the 0.05 level; there were statistical significant differences due to the teachers’ experiences in favour of the teachers of more than 15 years. The results of the second question showed that there were significant differences between male and female teachers at the level 0.05 of significance in the favor of the males. The results of the third question showed that there were no statistical significant differences at the level of 0.05 of significance related to other dimensions. And finally the results of the fourth question showed that the teachers had good knowledge about the characteristics of CLT in different degrees, and they practiced these characteristics as much as possible inside their classrooms, and there were some obstacles that hinder the teachers from practicing the characteristics of CLTA in spite of their awareness of its usefulness. Keywords: Communicative Language Teaching Approach, English Foreign Language Teachers , strategies, techniques, group- work, authentic Language