This study aimed to examine the effect of training on modifying EFL teachers’ attitude towards employing research-based instructional strategies while teaching English language. The sample of the study was 56 teachers who were purposefully chosen from the schools in the educational directorate of Zarqa1. The sample was randomly divided into experimental and control groups. To collect data, an attitude questionnaire was used. Analysis of covariance test (ANCOVA) was used to identify any differences between the two groups. The results revealed that training EFL teachers on how to employ research-based instructional strategies in the classroom played a role in changing their attitudes positively. That is, there was a statistically significant difference between the mean scores of the control and the experimental groups favoring the experimental one. On the basis of the results of the study, the researcher recommended that future research be investigated on the effect of research-based instructional strategies on teacher effectiveness and their attitudes.
Naima Ahmad Al-Husban
Research-Based Instructional Strategies, English as Foreign Language (EFL), Teachers Attitudes.