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|Title: ||TEACHERS ROLES AND PERCEPTIONS IN THE CONTEXT OF PLASMA DELIVERED ENGLISH LESSONS: GRADE 10 IN FOCUS|
|Authors: ||GETACHEW, BAYE|
|Advisors: ||Dr. Hailom Banteyerga|
|Copyright: ||May-2012 |
|Date Added: ||12-Dec-2012 |
|Abstract: ||The cause for this study was observation of EFL teachers complaints on the impact of
plasma technology for instructional purposes in Ethiopian government owned secondary
schools. The overall aim of the study was, firstly to describe the current and emerging
EFL teachers roles in classrooms using technology and make an enquiry in to the extent
to which knowledge is enhanced by these roles, and secondly, examine the overall
perceptions of EFL teachers about the use of the plasma technology.
In order to attain these research objectives, both qualitative and quantitative data
collecting methods were employed, namely: observation, conversation, document
analysis and questionnaires.
The research was mainly conducted in four secondary schools and involved twenty five
English teachers, and the Directors of the four schools.
The study for EFL teachers in classrooms using plasma identified three major roles,
namely: designing the learning environment, managing people and resources and
mediating student learning. A fourth role improving practice, captures the work place
learning that is recognized but not implemented by all teachers in this study. The findings
showed that teachers were not able to perform all roles effectively due to factors such as
lack of sufficient time, lack of conducive working environment, teachers lack of
competence in the language itself. A fundamental finding is that in improving their
practice, teachers are attempting to cover all the three roles, and constantly felt that time
was against them. Moreover, cultural reluctance to criticize others is said to be another
challenge. The study has also indicated EFL teachers roles that developed and those
declined or disappeared due to plasma.
The conclusion is that that in improving their practice and accomplishing their roles,
teachers are moving toward a decoupling of the three roles so that different people could
design learning environments, manage people and resources, or mediate learning. Further
research would test the generalizability to other subjects.|
|Appears in:||Thesis - Teaching English as a Foreign Language|
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