Efl Teachers’ and Students’ Perceptions and Practices at Egambo and Ekonte Secondary School Grade 9 in Focus
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Date
2024-08
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Addis Ababa University
Abstract
The general objective of this study was to assess EFL teachers’ and students’ perceptions and practice of active learning methods in speaking classrooms. The study was conducted on EFL teachers and grade nine students at Egambo and Ekonte secondary school. To achieve the objectives, a descriptive research design was employed by using both quantitative and qualitative approach. The sample population of the study contains 172 students, out of 304 population selected using simple random sampling technique. Besides, three EFL teachers of the school were involved purposively. The data were gathered through questionnaires, classroom observation and interview. A set of questionnaires were prepared for the students to find out students perceptions towards using active learning methods in speaking classrooms. Besides, classroom observation of EFL teachers and students practices of active learning methods in speaking classrooms was conducted to observe the real life situation and the actual practices of teachers and students. Moreover, EFL teachers were interviewed based on semi-structured questions. The collected datas were analyzed qualitatively and quantitatively in thematic and numerical techniques. The finding of the study indicated that even though the perception of most EFL teachers on practicing active learning methods in speaking classrooms were observed when they rarely practice in actual speaking classrooms. The teachers were seen skipping over the speaking classes in favor of focusing on grammar lessons. Moreover, the perception of students towards practicing active learning methods was very low. As a result, the majority of the students were supposed to listen to their teachers talk rather than being actively involved in various active learning methods in speaking classrooms .Furthermore, some factors such as poor classroom condition, long time lecture method, and shortage of time and so on hinders to implement Active learning methods in speaking classrooms. However, a few students actively participated in English speaking classrooms. Therefore, to improve the practice of active learning methods in speaking classrooms, it needs to solve the problems such as poor classroom conditions and the shortage of time. Moreover, the students ought to actively participate in speaking classrooms. The teachers have to prepare themselves before presenting the speaking lesson in order to bring on active learners in speaking English classrooms.