Action Research Practices Of Elt Teachers: The Case Of Chancho Aba Geda Preparatory School In North Shoa Zone, Oromia Region
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Date
2011-06
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AAU
Abstract
The major purpose of this study was to assess the action research practices of ELT
teadlers from the. past to the present (1996 E.C. - ' 2003 E.C.) in CAGPS. The study
further aimed to assess factors that hinder ELT teachers to conduct action research
and to come up with su ggestions for future improvements of ELT teachers in
conducting action research. To achieve these purposes, a qualitative researrn
method and a case study research design were employed. The data were collected
through interviews, observation and document analysis. The interviews were held
wi th nine EL T teachers, the school principal and the expert at the EDO. These
parti cipants of the study were selected through purposive sampling. After
conducting the interviews, observation was carried out. The researcher observed the
internet room, the library, and in and arolmd the offices. The document analysis was
also used to assess the documents such as the EL T teachers' personal profiles, letters,
and minutes. Finally the data obtained were an alyzed qualitatively on the basis of
thei r themes or topics.
This study found out that the action research practices of ELT tearners in CAGPS
were very low or so limited. The study showed that there was a weak relationship
between teaching and action researrn practices. At the same time, the study has
established that both the personal and environmental factors considerably hindered
the ET.T teache rs in conducting action research.
For future improvements of the ELT teachers' engagement in action research,
arrangements and provision of trainings on action research, improving school
fa cili ties and enhancing the support system, introducing the culture of action
research, improving the incentives, and doing action researrn on collaborative basis
are the major points suggested by the research participants as the dimensions that
need intervention.
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The study further aimed to assess factors that hinder ELT teachers to conduct action research