The Assessment of the Techniques Practiced By EFL Teachers in Implementing Active Learning: Upper Primary Schools in Gondar Town in Focus
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Date
2007-07
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Addis Ababa University
Abstract
The major objective of this study was to assess the implementation of active learning in teaching English at upper primary schools in Gondar town. To achieve this, specific objectives were set which gave particular emphasis to assess the knowledge and experience teachers have on active learning, the attitude of both teachers and students towards active learning, the type and frequency of active learning techniques teachers employed in teaching English, and factors that affected the implementation of active learning in teaching English. Based on the focus of the study, all the subjects of this study were grade eight students and English teachers in the selected schools. A total of 297 respondents, that is, 254 students, and 43 teachers were chosen as a source of data for the study. The data was gathered through questionnaires, classroom observations, and interviews. These were analysed using percentage and authenticated with the qualitative analysis of the data obtained from classroom observation and interview. Then the following results have been obtained:
The teachers’ knowledge and skills of implementing active learning techniques was substandard.
The majority of teachers and students had a positive attitude towards active learning.
Teachers widely used techniques such as questions and answers, exercises for individual students for immediate feedback, lecture/explanation by the teacher, and discussion. Group/pair work was also the most predominantly employed technique in the teaching/learning of English. Teachers did not use other major techniques which are expected to promote the critical thinking and problem solving capacity of students.
Teachers’ tendency to the lecture (traditional) method, the dependency of the majority on the minority of students while doing tasks in groups, lack of suitable instructional materials, shortage of time, and class size were the major factors that affected the implementation of active learning in teaching English.
Finally, based on the findings of the study, it was recommended that teachers need to be equipped with the basic knowledge and skills of implementing different active learning techniques that can foster critical thinking and problem solving capacities of students through capacious training on the nature, practice, and relevance of active learning techniques in teaching and learning English.
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Upper Primary Schools in Gondar Town in Focus