Communicative language teaching (CLT) applicability to English as a foreign language (EFL) contexts has recently been debated extensively. This study addressed 1525 Jordanian EFL school learners' attitudes and perceived implementation of traditional form-focused (FFI) instruction and communicative meaning-oriented instruction (MOI) of English. The data were collected using a 41-item questionnaire and analyzed using descriptive and referential statistics. Results showed that students' preferences associated with MOI were relatively higher. Too, whereas EFL instruction met learners’ preferences associated with FFI, it rarely responded to learners' MOI needs. More precisely, despite some MOI practices, the gap between students’ preferences and teaching practices associated with MOI was much wider than that between students’ preferences and teaching practices associated with FFI. Female learners held relatively higher preference and reported significantly higher exposure to MOI. Compared to private-school learners, public-school learners held higher preference for and more involvement MOI. Low-proficiency learners reported higher preference to, and more practice of, FFI. These results were discussed, and recommendations were set accordingly

No abstract

This study attempts to investigate the effect of teaching CoRT Program 4 entitled "Creativity" on the gifted learners' creative abilities in writing. The sample consisted of 36 gifted students in Ein El-Basha Center for Gifted Students. The first group (N= 18) was the control group (male and female students). The second group (N= 18) was the experimental group (male and female students).A pretest measuring fluency, flexibility and originality was administered for both groups. While CoRT program was demonstrated through 20 sessions taught for a period of three months for the experimental group, the control group continued studying in the traditional way. The test was validated and its interscorer reliability was ensured. The results of the study showed that the mean score of the experimental group was significantly higher than the mean score of the control group on fluency, flexibility and originality which indicates that the CoRT Program No. 4 entitled "Creativity" developed the gifted learners' creative abilities in writing English short stories. In light of the results of the study, the researcher recommends providing the gifted students with CoRT No. 4 entitled "Creativity" that could stimulate their fluency, flexibility and originality to write short stories creatively.

No abstract