PERCEPTIONS AND PRACTICES OF EFL TEACHERS IN IMPLEMENTING ACTIVE LEARNING IN ENGLISH CLASSES: THE CASE OF THREE SELECTED SECONDARY SCHOOLS IN DAWRO ZONE, SNNPRS, ETHIOPIA

Mebratu Mulatu, Woldemariam Bezabih

Abstract


The purpose of this study was to investigate teachers’ perceptions and practices of active learning in EFL classrooms in three selected secondary schools in Genna Bossa Woreda of Dawro Zone, SNNPRS. To conduct the study, a descriptive survey design was employed. A total of 12 teachers and 60 students of the high, medium, and lower achievers participated in the study through availability and purposive sampling technique. The study was complemented by mixed methods approach with data collection tools such as observation checklists, questionnaires, and interviews. The quantitative data were analyzed using frequency, percentage, mean, and grand mean and the qualitative were analyzed thematically. The findings of the study revealed that most of the respondents have perceived active learning positively. In spite of their good perceptions, their practices of active learning were low/poor. The major factors affecting the effective implementation of active learning were large class size with fixed sitting arrangement, inadequate teacher training, tendency of focusing on teacher-centered method, and time scarcity. Finally, it is recommended that responsible bodies rearrange the conditions and facilitate necessary inputs for the implementation.


Keywords


Perception Practice, Active Learning

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DOI: https://doi.org/10.17509/ije.v10i2.8461

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