This study investigates Jordanian EFL students' attitudes towards the use of their mobile phones in learning English as a foreign language. The aim of the study is to gain insight into the awareness of Jordanian EFL students to the importance of implementing technology appropriately (mobile phones) in learning English. Moreover, it also aims to examine the effect of their gender and academic major (English-Translation), on their attitudes towards using mobile phones in learning English as a foreign language. The study sample consisted of 101 students enrolled in English (417) a course in semantics taught at English Department, Yarmouk University, Jordan. A questionnaire was used to investigate the subjects' attitudes and use of their mobile phones. The findings reveal that the subjects' mean score of using their mobile phones was 3.85 out of 4, a result that displays a high usage of mobile phones in learning English. The subjects also have positive attitudes towards using their mobile phones in learning English. The data also show that neither the subjects' gender nor their academic major has any significant effect on their use or attitudes.
This paper presents the results of a field study which was carried out to identify Jordanian EFL students' attitudes towards learning English idioms. The study sample consisted of 94 students majoring in Translation and English Language and Literature at Yarmouk University, Jordan. A questionnaire was used to investigate the subjects' attitudes. The findings show that the majority of the participants have positive attitudes towards learning English idioms as they believe in their importance for achieving effective communication in English. Moreover, the data show that neither the subjects' gender nor their academic major has a significant effect on their attitudes towards learning English idioms as most of the participants displayed a highly positive attitude towards learning these idioms.
This paper investigated to what extent EFL staff at Al-Balqa’a Applied University implement
appropriate classroom management elements from the perspective of their students’. The
results showed that students believed that their English teaching staff at the university
displayed good implementation of classroom elements under study. Factors like gender and
academic major at the university did not have a significant influence on students’ responses.
Findings may be useful to English teachers and teacher educators in developing a
self-judgment process in order to revise their practice to enhance the educational experience.
This is especially true for novice teachers who need advice in managing their classes.
Furthermore, the study sheds light on the importance of giving the students’ a role in
assessing their teachers and to pinpoint the positive and the negative points in their
classrooms. This could create a better teaching atmosphere which of course could lead to a
successful learner.
This paper addresses itself to the outcomes of a field study which was carried out to identify Jordanian EFL students' attitudes towards using group work in EFL classrooms. The study sample consisted of 179 students enrolled in English 101, an elementary language skills course taught at Al- Huson University College, Al -Balqa' Applied University, Jordan. A questionnaire was used to investigate the subjects' attitudes. The findings show that approximately two-thirds of the participants are either very extrovert or somewhat extrovert, i.e. they have positive attitudes towards participating in group work in EFL classes. In contrast, only a third are either somewhat introvert or very introvert, i.e., they do not like to take part in group work in EFL classes. Moreover, the data show that neither the subjects' gender nor their secondary school stream (vocational, scientific, or literary) has any significant effect on their preferences.
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