The extent to which secondary school English language teachers possess communication skills and classroom verbal communication of the Flanders Decimal tool

Abstract

The current study aims to know the extent to which English language teachers in secondary school possess the communication and verbal communication skills of the Flanders decimal tool. The researcher adopted the descriptive analytical study approach. The study sample amounted to (90) male and female teachers. The researcher adopted the Flanders tool for verbal communication and classroom communication skills. The researcher extracted its validity and reliability, and the reliability rate was Cooper's equation (5). After collecting the data, the results of the study showed statistically using the Statistical Package for Social Sciences (SPSS) program that English language teachers in secondary school had more control over the teaching activities inside the classroom, by following the direct method based on the lecture method in presenting and teaching information to students, as well as the superiority of classroom teaching for English language teachers in secondary school on students' responsive behavior. In light of the results of the study, the researcher concluded that the language is interested in  English in secondary school in the cognitive aspect and neglecting other emotional and skill aspects because teaching English does not achieve emotional and skill goals, and this reflects the absence of fundamental differences in verbal communication and classroom communication skills, and from the conclusions, the researcher recommended reconsidering the programs for preparing English language teachers in secondary school in colleges of education, and the researcher suggested conducting a study similar to the current study on English language teachers in primary stages.