An Exploration of Teachers’ Beliefs and Practices about Learners’ Own Language Use in EFL Class: The Case of Mengesha Jemberie High School
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Date
2022-12
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Addis Ababa University
Abstract
The main purpose of this study was to explore teachers‟ beliefs and practices about learners‟ own language use in EFL classrooms. To meet this purpose, a descriptive case study design was employed. Mengesha Jemberie High School English language teachers and students in West Gojjam, Ethiopia, were involved in the study. To collect data, questionnaires, classroom observations, and one -to-one in-depth interview, were administered. Both quantitative (SPSS 20 Software) and qualitative (Open Code 4 Software) were used to analyze the data. Cronbach‟s alpha coefficient was used to test the reliability of teachers‟ questionnaire. The Cronbach‟s alpha test upshot was .88 alpha levels. The finding indicates that the vast majority of teachers' belief about learners‟ own language use in EFL classrooms is positive. Teachers use learners‟ own language sometimes in EFL classrooms. As a result, the majority of teachers reflected that learners‟ own language is an important tool that could contribute a lot to students‟ success in the EFL classroom. The result also shows that own language use in EFL classrooms indicates some significant components which makes it different from the existing approach of EFL teaching. English language teachers‟ reasons to use learners‟ own language in EFL classrooms were to clarify difficult concepts, motivate students, and help teachers to teach grammar. Teachers have other perceived reasons to use learners‟ own language in EFL classroom such as students‟ poor English language proficiency, lack of exposure in the school context, and own language helps students to enhance their confidence to learn English. Based on the results, it can be concluded that teachers do have positive belief about learners‟ own language use in EFL classrooms. Thus, learners‟ own language use in EFL classroom has pedagogical contribution and significantly contributes to the development of teaching English methodology. Implications are thus deduced for EFL curriculum and instruction on own language use in EFL classroom reasonably.