Obstacles to Using the English Language in Learning Scientific Courses in Jordanian Colleges of Physical Education

Abstract

Objectives: The study aimed to identify the obstacles to applying the English language in scientific courses learning in Jordanian colleges of physical education from the student’s point of view. Furthermore, it investigates potential differentials in perceived obstacles based on demographic variables such as gender, age, academic stage, type of prior education, geographical region, and secondary school major.

Methods: Employing a descriptive research approach, this investigation surveyed a representative sample of 240 students (108 males, 132 females). The Delphi method facilitated the construction of an online questionnaire using Google Forms, encompassing four comprehensive sections with 25 items. Analysis of the collected data employed statistical measures, including frequencies, percentages, arithmetic means, standard deviations, Cronbach's alpha coefficient, the "t" test for independent samples, and one-way analysis of variance. Statistical analyses were conducted.

Results: This study's findings indicate a moderate level of perceived obstacles to applying the English language in the context of learning scientific courses within Jordanian physical education colleges, as reported by students (3.55). Among the identified challenges, those associated with the pre-university academic stage received the highest mean (3.79). Conversely, challenges related to faculty members attained the lowest mean (3.38). Statistical analyses revealed no significant differences in these obstacles based on the study variables.

Conclusions: Students face many obstacles when using the English language in learning scientific courses in colleges of physical education, as the obstacles associated with students in the academic stages that precede the university stage are considered among the most significant obstacles. Moreover, there are clear obstacles associated with higher education institutions.