The Practice of Language Games in the First Cycle EFL Classrooms: The case of Hawssa Kindane Mihiret School (SNNPR
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Date
2011-06
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Addis Ababa University
Abstract
This study was conducted to find out whether or not language games were being used in first
cycle classrooms. It was concerned with identifying what hinders teachers from practicing
language games in their English language classes. It also investigated what the attitudes of
teachers towards language teaching games are, evaluated if teachers have awareness about why
and how they should use games to teach English language and explored if they have been given
trainings on the use of language games.
To achieve the desired objectives, the researcher employed availability sampling technique. The
study was conducted in the school called Kidanemihiret which is located in Hawassa town. The
study was conducted on English teachers of the school who were teaching grade one to grade
four. The two important tools which were employed in the study to collect the data needed for it
were classroom observation and teachers‟ interview. The main data collecting tool was
observation and the interview was conducted with teachers based on what the researcher
observed during the observation days. The students were not given a questionnaire and they were
not interviewed for the study because they were too young and the researcher had a fear that it
would be difficult for them to understand and answer the questions. The reason for choosing
these grade levels was that most of language problems start at the early age and in elementary
schools and if we find out what are the problems that are keeping teachers from using language
games, measures can be taken at least to lower the problems starting from the lower grade
levels. The data that are gathered through the classroom observation and teachers interview were
qualitative in their nature.
In the qualitative data analysis, first, the response for the questions from the interview were
transcribed and coded. Then, the results were discussed and analyzed according to similarity of
responses. The observation was analyzed in a table that shows how many times the three teachers
used language games and the type of games that were used during the observation time. Finally,
the qualitative data collected through interview and observations were presented in tables and
descriptive statements.
After the data were analyzed to find out what the hindrances that are preventing teachers from
using language games are, the researcher found out that the most preventive factor was lack of
training. There are also some other hindering factors like lack of material support from the
school administrators, negative attitudes of the parents of the students and the directors, lack of
awareness on behalf of the school administrators and also the teachers which is caused as a result
of lack of trainings.
After finding out the preventive factors, the researcher suggested some recommendations for all
the concerned bodies so that they can work towards the minimization of the problems and to
create positive atmosphere for the teachers to use language games so that they can improve
language problems students‟ face.
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Keywords
Practice of Language Games