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Thesis - Teaching English as a Foreign Language >

Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/4061

Advisors: Dr Italo Beriso
Copyright: Jul-2009
Date Added: 27-Nov-2012
Publisher: AAU
Abstract: This study was concerned with exploring the status of the learner-centred approach in EFL classes with particular reference to three selected primary schools in Addis Ababa, namely:Kilinto, Lafto and Hizbawi Serawit Primary Schools-Akaki Kaliti sub-city, Lafto sub-city and Yeka sub-city respectively. To achieve the set objective two survey questionnaires, one for teachers and one for students, were used to survey participants about their responses. The students' questionnaire was meant to examine whether they like to learn English individually, with a partner, in small groups or in a large group. It also required them to identify the methods frequently used in their English classes. The questionnaire also incorporated issues related to teachers' approach towards error correction. Similarly, the teachers' questionnaire included key areas that revolve around whether or not they employ the suggested learner-centred methods in their English classes. On top of this, teachers were also asked to provide their views on the benefits of using specific active learning methods. In addition interviews were held with teachers and students. Accordingly, the semistructured interview questions for teachers consisted of seven points, which dealt with the methods that they used most of the time. Teachers were also inquired to express their opinions on the challenges and the solutions for effectively and efficiently implementing the learner-centred approach in their own context. The interview questions for students contained four points. They ranged from how they wanted to learn English to what they suggest in order to improve their English out of class. In a similar vein, focus group discussions were held with teachers and students. The focus points of the discussions with teachers were on the applicability, challenges, bottlenecks and solutions to this approach. Similarly, the students' focus group discussions included the type of topics they prefer to learn in their English classes. Discussions were also made with students on how they manage their own learning as part of their learning strategies. Quantitative and qualitative methods were employed to analyze the results. The major findings showed that some of the challenges in effectively and efficiently implementing the learner-centred approach in primary schools are: i) large class size ii) lack of awareness iii) lack of training ivy lack of support from stakeholders v) lack of self-motivation Finally, the recommendations were made based upon the conclusions of the finding.
URI: http://hdl.handle.net/123456789/4061
Appears in:Thesis - Teaching English as a Foreign Language

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