Investicatinc Teachers' and Students' Beliefs and Practices Towards Active Learninc in Efl Classes: Debremarkos Collece of Teacher Education in Focus
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Date
2009-06
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Addis Ababa University
Abstract
The main purpose of the study was to investigate the teachers' and students' beliefs and practices
towards Active learning in EFL classes of DebreMarkos college of Teacher Education. To deal
with the problem three fundamental research questions were formulated that stress on beliefs
towards active learning, the extent to which active learning methods have been practiced and
factors affecting the implementation of Active learning.
To conduct the study, descriptive survey method was employed. Purposive sampling was used in
the selection of the college and language stream prospective teachers and English Language
Teacher educators. Besides, random sampling was employed to select sample prospective
teachers from the population. Thus, 72 prospective teachers and 13 English language teacher
educators, that is, 85 respondents participated in the collection of data. Data were collected
through questionnaire, classroom observation and interview. The data gathered through these
instruments were organized by using tables and analysis and interpretation was made on the data
using quantitative and qualitative methods.
The findings of the study revealed that both Teacher educators and prospective teachers have
favorable beliefs towards active learning. The different active learning strategies were sometimes
practiced. That is, pair work, group work, discussion, lecture and question and answer were
employed frequently. On the other hand, role-playing, peer teaching, project method and
problem solving activities were rarely used. However, brainstorming and demonstration were
practiced some times; and cooperative learning games, debating and story telling were employed
either rarely or sometimes. Generally, the magnitude of practicing active learning in EFL classes
of the respective college was low. Amongfactors that influence effective implementation of active
learning: lack of facilities and materials, tendency towards lecture method, shortage of time,
prospective teachers' and teacher educators' lack of interest to implement active learning, lack
of trainings and the design of training modules were the major ones.
Finally, based on the findings and the conclusions made the following recommendations were
forwarded to minimize and gradually solve the problems encountered in the effective
implementation of active learning: continuous and extensive orientations and training, in the
form of workshops and seminars should be offered to teacher educators and prospective
teachers; facilities like language laboratory and standard library equipped with recent materials
should be established; Teachers should prepare and utilize instructional materials, training
modules should be prepared in a way to facilitate active learning implementation and any
support from the college should be given to teacher educators to create a conducive environment.
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Investicatinc Teachers' and Students'