|Title:||Action Research Practices In Teaching English As A Foreign Language In Ethiopian Universities: Implications For I Quality Language Teaching|
|???metadata.dc.contributor.*???:||Seime Kebede ( Dr)|
Berhanu Bogale ( Dr)
|Keywords:||Ethiopian public universities|
|Publisher:||Addis Ababa University|
|Abstract:||This study intended to investigate the extent to which EFL teachers in Ethiopian public universities know and practice action research to bring change and betterment of their practices and the quality of student learning. To this end, EFL teachers' action research knowledge, practice, change, environment; and perceived roles of action research for quality teaching have been addressed. Inasmuch as the English language is the medium of instruction at universities in Ethiopia, and action research is catalyst for enhancing quality teaching and leaming; linking and addressing the two epitomize the pragmatic assumption that it is whatever actually happens in the classroom that really makes a difference to the quality of student leaming. The assumption is underpinned by the perspective of reﬂective ratíonality, which supports the notion of empowering and committing the frontline implementers -teachers. In addressing the issue, a blend of both qualitative and quantitative methods was used following dominantly descriptive approach (at the reconnaissance stage), somewhat descriptive and more of exploratory approach (at the pilot stage), and both exploratory and explanatory approaches (during the main study). Data for the recormaissance were collected through a questionnaire from 25 language instructors at AAU. The pilot study data were collected through questiomaires from 33 instructors and 104 students at Hawassa and J imma Universities; through focused group discussions (FGDs) with six EFL teachers at the two universities; and through interviews with three people at the Ministry of Education (MoE). Data for the main study were generated through questionnaires from 57 teachers and 214 students at Addis Ababa University (AAU), Bahir Dar University (BDU), and Haramaya Univrsity (HarU); through interviews with eight persons (two each from the three universities and from MoE); and through FGDS with 20 persons (7 each at AAU and BDU, and 6 at l-IarU). Whereas the data collected during the reconnaissance and the pilot study were analyzed by interspersing the qualitative data with the quantitative data, during the main study the analyses and interpretations were made separately both for the quantitative and the qualitative data. By way of mixing the results of the two in the Discussions Chapter, two purposes were achieved: producing more comprehensive answers to the research questions than they might appear separately, and triangulating the different data or results for validation purpose. Apart from this, a validation group of 7 EFL teachers at AAU participated in scrutinizing the research work right from the start and mainly at critical stages (at proposal, pilot, and main study). It has, therefore, been leamt that even though EFL teachers claimed to have high theoretical knowledge and medium practical skills of action research, their actual practice of it was little. Similarly, whereas the teachers' knowledge of action research coincided|
|Appears in Collections:||Thesis - Philosophy|
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