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

Teachers' beliefs and attitudes are a significant component in the development and success of inclusive education. Research indicates that the foundation of positive attitudes toward inclusive education can be established in preservice-teacher-preparation programs. This study examines the change in preservice teachers' attitudes toward inclusive education following an inclusion-centered course, combined with an 18-hr practicum. Using the Multidimensional Attitudes toward Inclusive Education Scale (MATIES), 98 preservice teachers from primary and secondary teacher education programs in the College of Education at Qatar University in Doha, Qatar, were surveyed pre and post-course. It was found that all the participants' attitudes toward inclusive education changed significantly. No significant differences between primary and secondary preservice teachers were found at the end of the course. The results illustrated that combining information-based instruction with structured fieldwork experiences can potentially change preservice teachers' attitudes toward inclusive education. Implications for practice and future directions in research are considered.

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<p style="text-align: justify;">This study aimed to investigate the degree to which teachers in Qatar implement differentiated instruction as well as the impact of years of experience, qualifications, grade, school subjects and training on teachers’ use of differentiated instruction. Also the study tried to explore the obstacles impeding the application of differentiate instruction. The study targeted all early childhood teachers (1,836) in 99 Qatar public schools spreading across the country. A random sample of 236 teachers, accounting for 12.9% of the population participated in the study. Following the mixed approach, the researchers used questionnaires and interviews to collect the data. The results showed no statistically significant differences among the respondents in the degree of application of differentiated instruction due to training and qualifications; however, statistically significant differences were detected in relevance to years of experience, grade, and the subject being taught. The study also found an agreement among teachers on the obstacles they face during their application of differentiated instruction, most notably the teaching load, class size, and time. The study concluded with recommendations for education providers, teachers and researchers.</p>

This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.