The Role of Using Wordwall Games in Developing Students’ English Language in Private Schools: Teachers’ Perspective
Abstract
This study aimed to investigate the role of using the Wordwall games in developing students’ English language skills (listening, speaking, reading and writing) and areas (vocabulary, grammar and pronunciation) from teachers’ perspectives. To achieve this goal, the teacher sample was chosen purposefully as participants who teach the English language for basic stage in the private schools in Amman. The population of the study consisted of all the English language teachers at the basic stage in the private schools in Amman. The sample consisted of 60 male/female teachers who teach English language for the basic stage in the private schools in Amman. The data was collected through an electronic and a paper questionnaire. The instrument consisted of seven sections, including the four language skills (listening, speaking, reading and writing) and the three language areas (vocabulary, grammar and pronunciation). The results showed that there were no statistically significant differences at p = 0.05 between the means of teachers’ perspectives toward using the Wordwall games in teaching English language skills (listening, speaking, reading and writing). The results of the study also showed that the speaking skill obtained the highest mean of all skills (listening, reading and writing) with a high degree of agreement. There were no statistically significant differences at p = 0.05 between the means of teachers’ perspectives toward using the Wordwall games in teaching English language areas (vocabulary, grammar and pronunciation). Finally, the results of the study revealed that vocabulary obtained the highest mean of all areas (vocabulary, grammar and pronunciation) with a high degree of agreement. A set of related recommendations were included in the study.
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