This study aimed at investigating the approaches used by English teachersin teaching the literature components in English for Palestine, in additionto investigating the effect of gender, qualification, experience and specializationon their use of these approaches. To answer the questions of the study,a 33-item questionnaire was used to measure the perceptions of 52 teacherswho teach English in Qalqiliah secondary schools in the first semester ofthe academic year 2012/2013. The results revealed that the teachers tend touse more than one approach and that not all approaches are used at the samedegree or level since teachers’ use of approaches ranged from moderate tohigh levels in the literature lessons. Furthermore, the results revealed that theinformation- based approach was the most favored approach in the literatureclass while the stylistic approach scored the lowest level of use. Moreover,the study showed no statistically significant differences for the total degree,nor for any of the domains with the exception of the Personal-Response approachdue to gender, specialization and experience. On the other hand, therewere statistically significant differences on the total degree of approaches employedby teachers due to qualification.
Dweikat, Khalid AbdulJaleel and Shbietah, Ghada
"An Investigation on Approaches Used by School Teachers in Teaching the Literature Components in EFL Classrooms/ English for Palestine Case,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 2:
7, Article 11.
Available at: https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol2/iss7/11