2025_The Challenges Faced By English As A Foreign Language Secondary School Teachers In Irbid Directorate Jordan
| Format: | General Document |
|---|
| _version_ | 1860798348219383808 |
|---|---|
| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2025-07-07 |
| format | General Document |
| id | 17404 |
| institution | UniSZA |
| originalfilename | THE CHALLENGES FACED BY ENGLISH AS A FOREIGN LANGUAGE SECONDARY SCHOOL TEACHERS IN IRBID DIRECTORATE JORDAN (PHD_2025).pdf |
| person | Abdelghani Mouaweya Mohammad Abed |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=17404 |
| sourcemedia | Server storage Scanned document |
| spelling | 17404 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=17404 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.7 Jordan Microsoft® Word 2016 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access Universiti Sultan Zainal Abidin Copyright©PWB2025 196 Dissertations, Academic Qualitative Research Academic Performance Secondary Schools English language -- Study and teaching -- Foreign speakers -- Jordan Classroom management -- Jordan 2025-07-07 Abdelghani Mouaweya Mohammad Abed Beginner English Teachers EFL (English as a Foreign Language) Teaching Challenges Irbid Directorate Teacher Induction Pedagogical Skills Socio-psychological Factors Descriptive Analysis First-year teachers -- Jordan English language -- Study and teaching (Secondary) -- Jordan Teachers -- Training of -- Jordan Teaching -- Challenges Professional development of teachers -- Jordan 2025_The Challenges Faced By English As A Foreign Language Secondary School Teachers In Irbid Directorate Jordan In the modern world, English teachers play an important and successful role in raising the level of EFL learners and ensuring excellent communication and interaction among them. Hence, it is essential to cover the research gap as previous studies did not address the case of beginner EFL teachers. Accordingly, this study aims to investigate the challenges faced by beginner English teachers when teaching the English language at secondary schools in Jordan. More specifically, it seeks to identify the challenges faced by these teachers in Jordan before a teacher gains experience and identify the impacts caused by the mistakes made by beginner teachers at the initial stage of their career on the academic performance of EFL learners. This study used a qualitative approach to gather data by conducting observations and interviews. The study was conducted among beginner teachers in the Irbid Directorate using purposive sampling techniques. Thematic analysis and Statistical Package for the Social Sciences (SPSS) version 26 software are processed using descriptive analysis. The findings revealed that beginner EFL teachers need more emphasis on presenting an overview of lessons, presenting topics of lessons in a logical sequence, explaining major/minor points with clarity, providing varied explanations for complex or difficult topics, and presenting definitions of terms and concepts. Additionally, the current study found that pronunciation, listening comprehension, and grammar are the main language difficulties that participants had in their teaching. This study found that 45% of beginner teachers need to present topics of lessons in a logical sequence, and 40% of teachers did not link lessons together. Besides, 60% of beginner teachers need emphasis on presenting the major points of the lessons, and 30% do not pay attention to highlighting the lessons' main points. 65% of beginner teachers need emphasis on explaining major/minor points with clarity, and 70% of participants always define unfamiliar terms, concepts, and principles, while 30% of them need more emphasis on presenting definitions of terms, concepts, and principles. 60% of beginner teachers need more emphasis on using good examples to clarify points in lessons and implementing the steps in solutions to homework problems. 50% of beginner teachers did not employ varied explanations for complex or difficult material, and 40% of them needed further emphasis. One of the main reasons for such difficulty is EFL beginner teachers’ mother tongue, inconsistencies of sounds, various grammar forms, tenses, and vocabulary amount. The study also concluded that these teachers lacked motivation during their college years to acquire perfect English-speaking skills and/or correct pronunciation. Also, beginner teachers are affected by socio-psychological factors, e.g., attitude, anxiety, self-confidence, and some related factors. This study recommends that it is important to establish common standards for all schools when providing and implementing support services such as induction programs for new teachers and beginner teachers. Furthermore, we recommend conducting further studies that deeply explore the causes of these difficulties. uuid:24492428-FE85-44F7-A8C4-451D8BE021AF THE CHALLENGES FACED BY ENGLISH AS A FOREIGN LANGUAGE SECONDARY SCHOOL TEACHERS IN IRBID DIRECTORATE JORDAN (PHD_2025).pdf Thesis |
| spellingShingle | 2025_The Challenges Faced By English As A Foreign Language Secondary School Teachers In Irbid Directorate Jordan |
| state | Terengganu |
| subject | Dissertations, Academic English language -- Study and teaching -- Foreign speakers -- Jordan Classroom management -- Jordan First-year teachers -- Jordan English language -- Study and teaching (Secondary) -- Jordan Teachers -- Training of -- Jordan Teaching -- Challenges Professional development of teachers -- Jordan |
| summary | In the modern world, English teachers play an important and successful role in raising the level of EFL learners and ensuring excellent communication and interaction among them. Hence, it is essential to cover the research gap as previous studies did not address the case of beginner EFL teachers. Accordingly, this study aims to investigate the challenges faced by beginner English teachers when teaching the English language at secondary schools in Jordan. More specifically, it seeks to identify the challenges faced by these teachers in Jordan before a teacher gains experience and identify the impacts caused by the mistakes made by beginner teachers at the initial stage of their career on the academic performance of EFL learners. This study used a qualitative approach to gather data by conducting observations and interviews. The study was conducted among beginner teachers in the Irbid Directorate using purposive sampling techniques. Thematic analysis and Statistical Package for the Social Sciences (SPSS) version 26 software are processed using descriptive analysis. The findings revealed that beginner EFL teachers need more emphasis on presenting an overview of lessons, presenting topics of lessons in a logical sequence, explaining major/minor points with clarity, providing varied explanations for complex or difficult topics, and presenting definitions of terms and concepts. Additionally, the current study found that pronunciation, listening comprehension, and grammar are the main language difficulties that participants had in their teaching. This study found that 45% of beginner teachers need to present topics of lessons in a logical sequence, and 40% of teachers did not link lessons together. Besides, 60% of beginner teachers need emphasis on presenting the major points of the lessons, and 30% do not pay attention to highlighting the lessons' main points. 65% of beginner teachers need emphasis on explaining major/minor points with clarity, and 70% of participants always define unfamiliar terms, concepts, and principles, while 30% of them need more emphasis on presenting definitions of terms, concepts, and principles. 60% of beginner teachers need more emphasis on using good examples to clarify points in lessons and implementing the steps in solutions to homework problems. 50% of beginner teachers did not employ varied explanations for complex or difficult material, and 40% of them needed further emphasis. One of the main reasons for such difficulty is EFL beginner teachers’ mother tongue, inconsistencies of sounds, various grammar forms, tenses, and vocabulary amount. The study also concluded that these teachers lacked motivation during their college years to acquire perfect English-speaking skills and/or correct pronunciation. Also, beginner teachers are affected by socio-psychological factors, e.g., attitude, anxiety, self-confidence, and some related factors. This study recommends that it is important to establish common standards for all schools when providing and implementing support services such as induction programs for new teachers and beginner teachers. Furthermore, we recommend conducting further studies that deeply explore the causes of these difficulties. |
| title | 2025_The Challenges Faced By English As A Foreign Language Secondary School Teachers In Irbid Directorate Jordan |
| title_full | 2025_The Challenges Faced By English As A Foreign Language Secondary School Teachers In Irbid Directorate Jordan |
| title_fullStr | 2025_The Challenges Faced By English As A Foreign Language Secondary School Teachers In Irbid Directorate Jordan |
| title_full_unstemmed | 2025_The Challenges Faced By English As A Foreign Language Secondary School Teachers In Irbid Directorate Jordan |
| title_short | 2025_The Challenges Faced By English As A Foreign Language Secondary School Teachers In Irbid Directorate Jordan |
| title_sort | 2025_the challenges faced by english as a foreign language secondary school teachers in irbid directorate jordan |