Investigating the Topic Area Focus of PhD TEFL Dissertations at AAUGS

Abstract

This paper aimed at exploring the standing of TEFL research in Jordan in terms of topic area of PhD dissertations awarded by Amman Arab University for Graduate Studies (AAUGS). The researchers scrutinized the topic area of all TEFL dissertations of AAUGS from 2003 till 2010 (82 dissertations) regarding their compliance with the technological, cultural, academic, pedagogical variables and challenges of the 21 st Century. More precisely, the questions of the study were: 1) What are the major topic areas of Jordanian TEFL dissertations, considering Amman Arab University for Graduate Studies as an example? 2) What topic areas of TEFL dissertations at Amman Arab University for Graduate Studies are: over researched, satisfactorily researched, neglected areas or need more research? Is there is any statistically significant differences at α = 0.01 due to topic area? To answer these questions the researchers scanned almost all AAUGS PhD dissertations from 2003 till 2010 for the title and the abstract to be able to define the topic area. The findings of the study revealed that the focal point of most TEFL dissertations is on reading as an over-researched area and on writing (a separate and integrated skill) as satisfactorily researched areas while others considered either neglected or poorly researched areas. . Introduction Current status of English as an International Language (EIL), feasibility of the outcomes, the roles of culture and technology along with other factors underscore the pressing need for a dynamic teaching methodology. It should consider the aforementioned variables in addition to others such as students' level, interests and affective needs, learning styles, contextuality and authenticity of input, fluency and accuracy of output …. etc. However, such a viable methodology ought to be based on a solid and dynamic ground. This superficial contradiction of the solid and dynamic nature of the intended ground of teaching English methodology fades away by incorporating all standards, principles, hypotheses and guidelines of TEFL to pave the way for a strategic teaching and learning of English so as to empower the teaching practices inside the classroom. To a certain extent, it could be stated that there is no single theory or teaching method upon which the 21 st