شبكة المعلومات العربية التربوية

This study aimed to identify the level of English language teachers’ practice of active learning strategies, and the descriptive approach was followed. The study sample was represented by all English language teachers in the Dhiban Education Directorate, who numbered (65) teachers. The study tool was a questionnaire that consisted of two parts and included the first part. On the demographic data: gender, experience, and academic qualification. The second part included a set of paragraphs measuring the use of active learning strategies in the teaching process, and their stability was confirmed by calculating Cronbach's alpha coefficient and its value was (0.90), and the internal validity coefficient was calculated and its value was (0.932), and the results showed that the level of English language teachers’ employment of active learning strategies in Madaba governorate was low to medium, and the results showed that there were no statistically significant differences in the degree to which English language teachers employ active learning strategies in the basic stage due to the variable gender, experience, and academic qualification. The study recommended a set of recommendations, the most important of which are: The necessity of activating active learning strategies in the teaching process because of their benefits in developing students' higher-order thinking skills. (Published abstract)