The purpose of this study is to assess the awareness and implementation of active learning in EFL Classrooms in three selected secondary schools in Yem special Woreda of SNNPRS. To conduct the study, a descriptive survey design was employed. A total of 200 students and 16 teachers from high, medium and lower achievers have participated in the study through availability and purposive sampling technique. The study was conducted by both qualitative and quantitative data collection tools such as observation, questionnaires and interviews. The quantitative data were analyzed using frequency and percentage. The findings of the study prevailed that most of the respondents have perceived active learning positively. In spite of their good perceptions, their practices of active learning were found poor.
The major factors affecting the effective implementation of active learning were large class size with fixed sitting arrangement, inadequate teacher training, and tendency of focusing on teacher-centered method and time scarcity were among the most influential factors hindering its implementation, lack organized trainings over the learning method, overcrowded students and lack of frequent follow up from the concerning bodies as stated earlier. From this one can understands that there are some problems in practicing active learning.
To this end, it was recommended that creating diplomacy with other schools, countries, and different communities are the appropriate way to strengthen effective practicing of cooperative learning. Therefore, the school principal in collaboration with Ministry Of Education should co-ordinate to invite experts in the field to share his/her experience of using cooperative learning and to suggest an alternative techniques in the absence of adequate teaching aids and supplementary materials and responsible bodies should rearrange the conditions and facilitate necessary inputs for the implementation of active learning.
Table of Contents
Abstract
INTRODUCTION
Materials and Methods
Research Design
Scope, Population and Sampling Techniques
Data Gathering Tools
Data Gathering Procedures
Data Analysis Procedures
Results and Discussions
Responses on Role of Teacher’s to Practice Cooperative Learning
Data Interpretation of Teachers‟ Open-ended Questions
Analysis of Classroom Observation
Conclusions
Recommendations
References
Research Objectives and Themes
This study aims to assess the awareness and implementation of active learning methods by teachers in English as a Foreign Language (EFL) classrooms within three selected secondary schools in Yem special woreda, Ethiopia. The core research focuses on identifying existing barriers, teacher perceptions, student readiness, and the degree to which pedagogical principles are applied in practice to improve language proficiency.
- Awareness and perception of active learning among EFL teachers and students.
- Evaluation of current classroom implementation practices and challenges.
- Impact of physical classroom environments (e.g., class size, desk arrangement) on teaching methodology.
- Assessment of the five core principles of cooperative learning in language instruction.
Excerpt from the Book
INTRODUCTION
The main objective of education is to enable learners develop knowledge, skills and attitude which are achieved through different methods. Methods are means of conveying ideas and skills to impart and acquire knowledge of different subject matters in a more concrete and comprehensive way. At different times, different methods of learning have been investigated and being remained dominant for certain period of time such as teacher centered methods, (Seid, 2012).
As an alternative way, active learning has become widely recognized as a desired strategy for teaching language since English language is being used as a medium of instruction from primary to tertiary levels in Ethiopia and the nature of language learning itself requires closed interaction of students with their teachers and peer groups with various exposures in the classroom and outside. Hence, learners are expected to have adequate proficiency in using the language. This is basically true because the students’ skill in using the language highly determines their academic success (Atkins et al, 1995). Therefore, students are expected to develop their English language proficiency through appropriate methodology as it is obvious that the language has been considered as one of the most vital area of focus in the school curriculum in our country (Shimeles, 2012).
Summary of Chapters
INTRODUCTION: Outlines the necessity of shifting from teacher-centered approaches to active learning to improve English language proficiency in Ethiopian schools.
Materials and Methods: Details the descriptive survey design, sampling techniques, and data collection tools, including observations, interviews, and questionnaires used in the study.
Results and Discussions: Presents quantitative and qualitative data regarding teacher and student perceptions, highlighting the gap between positive attitudes toward active learning and its actual, often poor, implementation.
Analysis of Classroom Observation: Examines physical constraints like large class sizes and immovable seating that negatively impact the implementation of active learning.
Conclusions: Summarizes that while stakeholders perceive active learning positively, actual usage remains infrequent and below the required level due to systemic challenges.
Recommendations: Suggests implementing in-service training for teachers and improving classroom infrastructure to facilitate active learning environments.
Keywords
active learning, cooperative learning, EFL classroom, teaching methodology, student-centered, teacher perception, pedagogical implementation, Ethiopia, secondary education, language proficiency, classroom management, education policy, instructional design, teacher training, student engagement.
Frequently Asked Questions
What is the primary focus of this research?
The research examines the awareness and implementation of active learning techniques within EFL classrooms in Yem special woreda, Ethiopia.
What are the main thematic areas of the study?
The study covers teacher and student perceptions, the practical application of cooperative learning principles, and identifying environmental and structural barriers.
What is the central research question?
The study aims to determine how active learning is perceived and practiced, and why there is a discrepancy between positive beliefs about the method and its actual application.
Which scientific methodology was utilized?
The author employed a descriptive survey design using a mixed-methods approach, combining questionnaires, semi-structured interviews, and classroom observations.
What does the main body address?
The main body evaluates survey results from teachers and students regarding their roles, assesses physical classroom constraints, and interprets qualitative data from open-ended teacher responses.
Which keywords define this work?
The study is characterized by keywords such as active learning, EFL, teaching methodology, student-centered instruction, and educational challenges.
How does classroom infrastructure influence teaching results?
The study finds that large class sizes, fixed seating, and lack of movable furniture are significant barriers that prevent the effective implementation of active learning, regardless of teacher awareness.
What is the recommended path for improvement?
The author recommends providing comprehensive, long-term training for teachers and creating better-equipped classroom environments in collaboration with educational authorities.
- Arbeit zitieren
- Zekarias Woldemeskel (Autor:in), 2019, Active Learning in English Classes. The Case of Three Selected Secondary Schools in Yem (Ethiopia), München, GRIN Verlag, https://www.hausarbeiten.de/document/510585
