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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/620

Title: AN INVESTIGATION OF TEACHERS’ AND LEARNERS’ ROLE AWARENESS AS REFLECTED IN GRADE 9 ENGLISH CLASSROOMS
Authors: BOYOSSA, TADESSE
Advisors: Dr. Nuru Mohammed
Copyright: 2002
Date Added: 19-Apr-2008
Publisher: Addis Ababa University
Abstract: The main objective of this study was to investigate whether or not grade 9 English teachers and learners are aware of their roles implied by grade 9 English Textbook. It was also aimed at investigating whether or not the subjects exercise these roles in their English classrooms. The study was conducted on three secondary schools in West Shoa: Ambo, Ginchi and Guder. Questionnaire, classroom observation, and interview were used to collect data for the study. Questionnaires were mainly prepared and administered to both teachers and learners to identify whether they were aware of their roles or not. All grade 9 English teachers and 180 sample students from the three schools responded to the questionnaire items. Classroom observation was conducted to observe whether or not both subjects were exercising the roles implied by the textbook. Ten sections were randomly selected for the observation. Each section was observed four times. The observations were accompanied by video recording. Interview was used to provide supporting information for both questionnaire and classroom observation. Ten teachers and twenty students were interviewed. Note taking was used to record the interviews. Teachers’ responses to the questionnaire items indicated that the teachers were aware of their roles implied by the textbook. The grand means of the their responses to traditional roles and learner-centered roles were 2.24 and 4.24 respectively. This shows that most of the teachers were aware of their roles. However, learners’ responses to the questionnaire items indicated that most of the learners were not aware of the roles they were expected to play in today’s English classrooms. The majority of the sample learners responded in favor of roles that were commonly exercised in traditional classrooms. The grand means of their responses could support this statement. 3.70 and 2.97 were the grand means of the items that reflected traditional roles and learner-centered roles respectively. The results of classroom observation, on the other hand, indicated that both teachers and learners were not exercising the roles they were expected to play in their English classrooms. vii Although the roles implied by the textbook encourage learner-centered activities, the classrooms were dominated by teacher-centered activities. Students were playing passive roles. The interview result has indicated that the attempt made by teachers to help learners know their roles were minimal. Rather than encouraging learners to have the awareness of their roles in present day classrooms, the teachers seemed to have preferred continuing with the traditional way of languageteaching.
Description: A thesis submitted to the School of Graduate Studies of Addis Ababa University in Partial Fulfillment of the requirements for the Degree of Masters of Arts in TEFL
URI: http://hdl.handle.net/123456789/620
Appears in:Thesis - Teaching English as a Foreign Language

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