Abstract
The present study explored the degree to which female teachers in Ajloun practice vocabulary teaching strategies included in Arabic language curricula for the basic educational stage. To achieve the study’s goals, the researchers selected a sample of 150 female Arabic language teachers from the Ajloun Directorate of Education during the second semester of 2022. They were chosen through random sampling from a population of 350 female teachers. The researchers adopted a descriptive survey-based approach and designed the instrument to meet the study’s objectives, targeting 15 strategies and 52 sub-indices. The researchers checked the validity and reliability of the instrument and found that the female teachers in Ajloun practice the vocabulary teaching strategies included in the Arabic language curricula at a high level across all targeted skills. They also found no statistically significant differences, at the significance level of α = 0.05, in respondents’ attitudes that could be attributed to teaching experience or academic qualifications. In light of the results, the researchers recommend holding training courses for Arabic language female teachers to provide them with the skills necessary to implement strategies based on language games effectively. These courses should focus on improving interactions with female students and presenting educational content in an appropriate manner.
Recommended Citation
Al-Qudah, Nareman; Al-Hawamdeh, Mohammad; and Abu Dalo, Ahmad
(2023)
"The Degree to which Female Arabic Language Teachers in the Basic Educational Stage Practice Vocabulary Learning Strategies,"
Jordan Journal of Applied Science-Humanities Series: Vol. 35:
Iss.
1, Article 6.
Available at:
https://digitalcommons.aaru.edu.jo/jjoas-h/vol35/iss1/6