Arab Educational Information Network

This study aimed at investigating the obstacles of using the listening triangle strategy in teaching reading skills from the perspective of the teachers of the first three grades in Al Salt in view of some variables. The sample of the study is composed of (57) teachers who teach the first three grades, which were selected randomly in the public schools in Al-Salt in 2021-2022 . To achieve the purpose of this study, the researcher developed a questionnaire. To establish its reliability and validity, the researcher consulted a jury of research experts. The questionnaire focuses on measuring four areas: personal obstacles, technical obstacles, and administrative obstacles. The results of the study showed that the administrative obstacles came in first order with other obstacles. This affects teachers' application of the listening triangle strategy in teaching reading skills, then the technical obstacles came second and the personal obstacles came last with the least average meaning. Moreover, the results of the study revealed that there were statistically significant differences in the technical obstacles of the experience variable (5-10 years), the class variable that was taught by the teacher in favour of the second grade in the administrative obstacles, and there are no statistically significant differences due to the academic qualification variable. Based on the results above, the researcher recommends that MOE should incorporate training courses for the first three grades' teachers on applying the listening triangle strategy in teaching the Arabic language in addition, MOE should encourage activating the participation of the school administrations to support the teachers who teach the first three grades at technical and strategic levels. (Published abstract)