Jordanian English Female Teachers’ Utilization of Instructional Games and Attitudes towards these Games

Abstract

This study investigates the extent to which
Jordanian female English teachers use games in their classes
and their attitudes towards them. The sample consists of all
150 first through fourth grade female public school English
teachers in Irbid First Directorate of Education. Out of the
138 subjects who responded to the questionnaire, 47 subjects
(31% of the sample) were randomly selected to be observed in
their classrooms and interviewed two weeks after they had
responded to the questionnaire to determine whether or not
there is a relationship between the teachers’ attitudes towards
instructional games, as revealed by their responses to the
questionnaire, and their actual use of these games in their
teaching. The findings reveal that there is no linear
relationship between the teachers’ attitudes towards using
instructional games and their actual classroom practice. In
spite of the fact that the vast majority of the subjects tended to
agree concerning the significance of using games in teaching
English, they did not always use them in their own
classrooms