Constraints Encountered In Group Work in Teaching English Language at Adea Model Secondary School: Grade Nine in Focus
| dc.contributor.advisor | Regassa, Taye (PhD) | |
| dc.contributor.author | Kedede, Mesfin | |
| dc.date.accessioned | 2018-07-05T08:43:02Z | |
| dc.date.accessioned | 2023-11-08T04:34:50Z | |
| dc.date.available | 2018-07-05T08:43:02Z | |
| dc.date.available | 2023-11-08T04:34:50Z | |
| dc.date.issued | 2012-05 | |
| dc.description.abstract | This study was conducted to explore the major constraints encountered in teaching English language in-group work at Adea Model Secondary School, particularly in grade 9. To achieve the objectives, descriptive study was employed. Data were gathered from 180 students, 10.2% of the total population in four randomly selected classrooms, and ten English language teachers through three instruments (observation, questionnaire and interview). The data collected through the questionnaire were analyzed using descriptive statistics (frequency and percentage). But those gathered through classroom observations, semi-structured interview and open ended questions were analyzed qualitatively. The results of the study revealed that both students and teachers perceive group work positively. However, the followings were found to be the main constraints encountered during group work activities: since students were not given orientations about their roles in- group work, they did not play their expected roles, some students came with poor educational background and low language proficiency ; as a result, they intended to use their L1 or they become careless to take part in activities, group activities were conducted intermittently and the time given for group work was not sufficient , there was no group leader and secretary in each group and the formed groups last only for a period, some students lack experience of working in groups; some were passive for the activities were not graded , in some active learners used to dominate the group; because of fear or lack of self confidence some students failed to take part in group work. In addition, teachers did not: use group work activities regularly; determine the number of students in a group, give sufficient time for group work activities, allow students to report, comment and criticize the tasks; monitor while students perform activities ; provide feedback and grade group work activities at the end of the tasks. Finally, teachers were noticed giving more emphasis for grammar than group work. As to the situation of learning classrooms, those, which were made of iron sheets, were not totally suitable to stay in, so the above constraints hamper the normal classroom interaction. Therefore, possible recommendations were forwarded for the concerned bodies to alleviate the existing problems proved by the study. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/6637 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Group Work | en_US |
| dc.title | Constraints Encountered In Group Work in Teaching English Language at Adea Model Secondary School: Grade Nine in Focus | en_US |
| dc.type | Thesis | en_US |