Learners' Role Awareness and Practice in Task- Based Speaking EFL Classes with Reference to Grade 11 in Two Selected Secondary Schools
| dc.contributor.advisor | Banteyirga, Hailom (PhD) | |
| dc.contributor.author | Sambo, Hordofa | |
| dc.date.accessioned | 2021-03-11T09:44:33Z | |
| dc.date.accessioned | 2023-12-01T12:14:41Z | |
| dc.date.available | 2021-03-11T09:44:33Z | |
| dc.date.available | 2023-12-01T12:14:41Z | |
| dc.date.issued | 2012-07 | |
| dc.description.abstract | The main objective of this study was to assess whether or not grade II students have awareness on their task based speaking classroom roles. The study also aimed at examining if the students practice the roles in the classroom and the factors that hinder this practice. The instruments of data collection used were questionnaire, classroom observation and interview. Ninety (90) grade II students who were randomly selected from the two schools and all of their English language teachers were the subjects of the study. Eighty-jive (85) of the students and four of the teachers responded to the questionnaires items. One section from each teacher's classes was randomly selected for classroom observation and all the second observations were recorded using video. Three of these observations were transcribed and analyzed. Nine of the sample students were interviewed to provide more information. Like that of the observations, the interviews were transcribedfor analysis. The students' responses to the questionnaire items, that showed their speaking classroom role behaviors implied in their new English textbook and commonly assumed in task based speaking classrooms, indicated that most of the students were aware of their respective classroom roles .. The teachers also doubt whether their students know their task based speaking classroom roles or not; because the respective grand mean to the items inclined 'neither agree nor disagree. ' Both the students' and the teachers' responses to the questionnaires items also indicated that though grade II students were aware of their student-centered speaking classroom roles, they were not exercising these roles in the classroom. Responses from the two respondents categories also showed that the students speaking classroom role practice was negatively affected by: the power gap between the teachers and the students, students misperception on the role of teachers in the class, students' understanding of tasks as time consuming and their misperception on theĀ· role of teachers in the class, students understanding of tasks as time consuming and students' beliefs on that there is a mismatch between the expected exam items and the actual classroom speaking tasks (negative wash back effect). The teachers were trying to use oral communicative tasks and also were tying to encourage the students to play their expected active roles. However, the results of the classroom observation and that of the interviews' established the results indicated in the questionnaires. In most of the speaking classes observed, Ihe students' were playing passive roles. Lastly, based on the results of the study, the researcher forwarded some recommendations. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/25420 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Learners | en_US |
| dc.subject | Role Awareness | en_US |
| dc.title | Learners' Role Awareness and Practice in Task- Based Speaking EFL Classes with Reference to Grade 11 in Two Selected Secondary Schools | en_US |
| dc.type | Thesis | en_US |