Phonological Capacities of Jordanian EFL Teachers: Insight on Training Needs and Impact on Instruction

Abstract

The objective of the study was to further understand the situation of teaching English pronunciation in Jordanian classrooms as it has a major impact on speaking skills of students and affects their employability in the future. Several instruments were used to reach a full understanding of the context of the study. Data gathered through questionnaires, semistructured interviews with supervisors, national test scores and examination of video-recorded classes, was analyzed and triangulated to reach the findings. The instruments were validated, and their reliability was proved. Findings indicated that teachers in the sample were at A2 or B1 phonological capacity according to the CEFR phonological scale. Teachers’ limited capacities had a direct impact on the achievement of their students, as 8th graders of the entire country achieved less in speaking tests than in reading and writing. Teachers, therefore indicated need for further capacity building on the teaching of pronunciation.