English Language Teachers' Beliefs And Practices In Lowering Affective Filters In Teaching Speaking (Mettu Secondary And Preparatory School In Focus)

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Date

2011-05

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AAU

Abstract

The study was conducted to explore English teachers' beliefs and practices of lowering affective filters in EFL classes. Some basic research questions, like, 1) to what extant do English Language teachers have the knowledge about affective filters?,2)to what extent do teachers attempt to minimize the negative influence of the affective filters during teaching speaking?, 3) what practical techniques were used by teachers to foster speaking skill of the learner by lowering the affective variables? To answer these questions three tools: FGD, observation, and questionnaire were deployed. FGD was used mainly to grab teachers' belief;, observation was deployed to see the practices of teachers in real classrooms; and the questionnaire was used to get evidence from the students. The data gathered was analyzed qualitatively and quantitatively. The findings revealed that English teachers in the school had good awareness about affective filters and they were using different practical techniques to combat the negative effects of affective filters . Though the teachers were doing a good job in lowering affective filters, this study didn't neglect some gaps on which teachers need to focus. It was recommended that English Language teachers of the school should enrich themselves with up to date knowledge of FL teaching, should be alert to know and tackle some psychological problems in FL classes, should not ignore some useful techniques of lowering affective filters like students' constructive peer correction. Experience sharing between teachers, conducting action research to improve students' English speaking skills and arranging some extra times for improving English speaking were also among the issues recommended.

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The study was conducted to explore English teachers' beliefs

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