English Major Students' Preference Towards the Language Teaching Methods Used by English Language Instructors at Hebron University

  • Mohammed Farrah English Department, Faculty of Arts Hebron University Palestine
  • Rose Shawkat Hijjih English Department, Faculty of Arts Hebron University Palestine
Keywords: preferred teaching method, preferred learning method, english language


Teaching methods have an impact on the learning process and it may or may not be useful for the students. This study explores the preferred teaching methods of English language used by English language instructors among a sample of English major students from Hebron university in Hebron, Palestine. 100 participants took part in this study. They are between 18 and 28 years old. Regarding their gender, eighty-four are females and sixteen are males from different levels of study. The study employed a quantitative research methodology. The researchers used a 15-item questionnaire to gather data. SPSS was used to analyze the data. Finding shows that the students prefer using communicative activities (Mean=3.34) and using technology (Mean=3.29) in the teaching process. The researchers concluded with a number of recommendations. The teachers should make a combination of teaching methods and techniques. Thus, the method will be successful, more effective and makes the teaching process efficient. In general, the results of the study may help instructors to become more professional and this is going to be reflected in their students' performance.


Download data is not yet available.


Agosto, D.E. & Abbas, J. (2010). High school seniors' social network and other ICT use preferences and concerns. Proceedings of the American Society for Information Science and Technology, 47(1), 1-10.

Albiladi, W. S., & Alshareef, K. K. (2019). Blended learning in English teaching and learning: A review of the current literature. Journal of Language Teaching and Research, 10(2), 232.

Al-karawi, M. (2020). English language learning through games. Educational Challenges, 25(1).

Al-mahasneh, M., Ayasrah, M., Yahyaa, S., Al-kriemeen, R. & Al-swalha, A. (2020). Favorite methods of teaching and evaluation among students in university colleges. International Journal of Education and Practice. Al-balqa Applied University, 8(2), 365-378.

Bada, E. & Okan. Z. (2000). Students' language learning preferences, TESL-EJ, 4(3), 1-15.

Barathi, C. & Naveen, A. (2017). Preference of English language teaching methods and techniques of prospective teachers in Kongumandalam region. International Journal Of Research - Granthaalayah, 5(8), 1-11.

Farrah, M. (2015). The role of demographic and personal variables on the Palestinian students’ perceptions of blended learning English class. An-Najah Univ. J. Res. (Humanities), 28(4), 993-1026.

Farrah, M. (2018). Portfolio in the EFL writing classroom: Students’ perspectives. Dirasat: Human and Social Sciences, 45(3). Retrieved from https://archives.ju.edu.jo/index.php/hum/article/view/13600

Farrah, M., Abdalnabi, R. & Sider, A. (2022). Nature of feedback and interaction in online courses during COVID-19. Randwick International of Education and Linguistics Science (RIELS) Journal 3(2), 194-209.

Hidayah, T. (2020). Preference in language learning strategies (LLS) of the students in the English Language Education Department at the University of Muhammadiyah Jember. ELP (Journal of English Language Pedagogy), 5(1), 61–72.

Heinz, M. (2013). A preliminary survey of the preferred learning methods for interpretation students. Journal Of International Education Research, 9(4), 293-304.

Kayalar, F., & Kaylar, F. (2017). The effects of auditory learning strategy on learning skills of language learners (students' views). IOSR Journal of Humanities And Social Science (IOSR-JHSS), 22(10), 04-10.

Maher, A. (2019). The preference for teaching methods by students and professors in the College of Business Administration, Kuwait University. Journal of the Faculty of Commerce for Scientific Research, 56(1), 1-11.

Mahmoodi, H., Haddad Narafshan, M., & Shahabi, H. (2021) Learner's preferences in English language learning: A cross sectional study at Hormozgan University of medical sciences. Strides Dev Med Educ, 18(1), 1-7.

Mehrdad, A. G., & Ahghar, M. R. (2013). EFL students’ language learning preferences at islamic Azad university- hamedan branch. Procedia - Social and Behavioral Sciences, 93, 102–106.

Mermelstein, A. (2015). Asian EFL University students’ preference toward teaching approaches. The CATESOL Journal, 27(2), 1-21.

Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: Literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1–4.

Qasaimeh, M. A., & Gasaymeh, A. M. (2016). Assessment of English language students’ preferences of the methods of teaching English in a private Jordanian University. Journal of Studies in Education, 6(1), 112.

Reid, M. (1987). The learning style preferences of ESL students. Colorado State University. TESOL Quarterly, 21(1), 87-111.

Samperio, N. (2017). Discovering students' preference for classroom activities and teachers’ frequency of activity use. Colombian Applied Linguistics Journal, 19(1), 51-66.

Shabiralyanim, GH., Hasan, KH., Hamad, N. & Iqbal, N. (2015). Impact of visual aids in enhancing the learning process case research. Journal of Education and Practice, 6, 1-9.

Shah, M., Ahmad, S., & Khalid, M. (2021). Teachers preferred teaching styles and students’ learning performance. Global Educational Studies Review, 6(2), 205-212.

Varghese, V. & Karki, P. (2018). An analysis of preferred methods of teaching and learning English language in Bangalore. I-manager’s Journal on English Language Teaching, 8(4), 36-48.

How to Cite
Farrah, M., & Hijjih, R. S. (2024). English Major Students’ Preference Towards the Language Teaching Methods Used by English Language Instructors at Hebron University. Randwick International of Education and Linguistics Science Journal, 5(2), 293-306. https://doi.org/10.47175/rielsj.v5i2.972