Phonological capacity of Jordanian EFL teachers and students’ achievement in speaking tests

Abstract

The paper aims at measuring the phonological capacity of Jordanian EFL teachers according to the CEFR phonological scale by analyzing video-recorded classes which were broadcasted to the entire population of Jordanian 8th graders during the shift from classroom to online learning throughout the Covid-19 lock down imposed in the country between March (2019) and June (2021). Four teachers were assigned by the MOE to video-record the English language curriculum targeting 8th graders. Four videos were selected as a sample for analysis. Errors of teachers were studied using the Error Analysis methodology, and results were used to gauge the level of phonological capacity of the teachers according to the CEFR phonological scale. Teachers were classified in A2 or B1 levels, indicating their low capacity, which could explain their tendency to neglect teaching the speaking aspects of the curriculum thus resulting in low achievement of their students at national speaking tests.