EFL Teachers’ Awareness, Perceptions, and Practices of Implementing Active Learning Methods
Subject Areas : Journal of Studies in Learning and Teaching EnglishTesfanesh Telore 1 , Abebe Damtew 2
1 - Addis Ababa University, Ethiopia
2 - AAU
Keywords: Active Learning, Learning strategy, Teachers’ awareness, Teachers’ Practice ,
Abstract :
This study was mainly aimed at assessing English language teachers’ awareness, perceptions, and practices of implementing active learning methods at Kambata Tembaro zone, Ethiopia. A descriptive survey method in a mixed approach was used to collect, analyze, and interpret data for the study. Instruments such as classroom observation, questionnaires, and focus group discussions were employed to collect valid data for the study. Both quantitative and qualitative methods were employed to analyze and present the data. Thus, data gathered via classroom observation and questionnaire were quantitatively analyzed by using SPSS, and data gathered via focus group discussion were qualitatively analyzed through narrations. The findings of the study revealed that teachers are not adequately aware of active learning methods. The findings of the study also revealed that teachers view/perceive active learning methods negatively. Likewise, the study ensured that the implementation of active learning methods in the zone was almost nonexistent. The researchers suggested that the teachers should take capacity-building pieces of training on a short and long-term basis.
Alexandra K., Tatyana, G., Svetlana, R. and Elena. I. (2016). Theory and practice of organizational and economic problems of territorial development and the effectiveness of social and economic systems. https://www.econjournals.com/index.php/ijefi/issue/view/76
Amare, Y., & Dagnew, A. (2020). Teachers’ perceptions, practices and challenges of active learning strategies utilization at secondary schools in Ethiopia. Contemporary Educational Researches Journal. https://doi.org/10.18844/cerj.v10i3.4846
Anang, Y. W., Bambang, W. P., Okta, W. S., & Fahmi, N., I. (2020). The strategies in building an active learning environment in English classroom: Pre-service teachers' perceptions. Universal Journal of Educational Research, 8(12A), 7583 - 7595. DOI: 10.13189/ujer.2020.082544.
Andrews, E. M., Graham, M, Prince, M., Borrego, M., Cynthia J. Finelli, J. C, & Husman, J. (2020). Student resistance to active learning: do instructors (mostly) get it wrong? Australasian Journal of Engineering Education, 25:2, 142-154, DOI: 10.1080/22054952.2020.1861771
Annelise A. Madison, Martha A. Belury, Rebecca Andridge, M. Rosie Shrout, Megan E. Renna, William B. Malarkey, Michael T. Bailey, and Janice K. Kiecolt-Glaser (2020). Afternoon distraction: A high saturated-fat meal and endotoxemia Impact Postmeal Attention in a Randomized Crossover Trial. https://pdf.sciencedirectassets.com/782868
Arbona, M. (2016). The role of the teacher in interactive teaching. Cyril and Methodius University, Skopje, Macedonia. DOI: 10.5937/IJCRSEE1601031X
Archana, S. & Usha, K. (2017). Role of a teacher in English Language Teaching (ELT). InternationalJournal of Educational Science and Research, 7, 1, 1-9. https://www.researchgate.net
Aschalew T. (2013). Teachers’ perceptions and practices of active learning in Haramaya University, Eastern Ethiopia: The Case of Faculty of Education Science, Technology and Arts Research Journal. https://doi.org/10.4314/star.v1i4.98828
Devira, M. (2020). Revisiting the implementation of active learning pedagogy in EFL classrooms. Studies in English Language and Education, 7(1), 223-236 https://jurnal.usk.ac.id/SiELE/article/view/15089
Dilekçi, Ü., & Limon, İ. (2022). The relationship between principals' instructionalleadership and teachers' positive instructional emotions: Self-efficacy as a mediator. Journal of Educational Leadership and Policy Studies, 6(1). https://www.researchgate.net/publication/361785704
Eba, M. (2013). The need for professional growth of ELT teachers in Ethiopia. Star Journal. https://doi.org/10.4314/star.v2i3.98764
Fall (2014). Educators’ perceptions and knowledge of the Common Core State Standards Louis. https://eric.ed.gov/?id=EJ1065189
Finelli, C. J., and M. Borrego. (2020). Evidence-based strategies to reduce student resistance to active learning. In active learning in College Science: The case for evidence-based practice, 943-952, edited by J. J. Mintzes and E. M. Walter. Cham: Springer. https://doi.org/10.1007/978-3-030-33600-4_58
Fredson S. (2015).The relationship between teachers and students in the classroom: Communicative Language Teaching Approach and Cooperative Learning Strategy to Improve Learning. Item 22. Available at http://vc.bridgew.edu/theses/22
Getachew, B. (2012). Teachers’ roles and perceptions in the context of plasma delivered English lessons: grade 10 in focus. Addis Ababa University. http://etd.aau.edu.et/handle/123456789/7879
Gillies, R. M. Ashman A. F. and Terwel J. (2008). The teacher's role in implementing cooperative learning in the classroom Pierre. Dillenbourg Swiss Federal Institute of Technology Bingley, UK: Emerald Group Publishing. https://www.academia.edu/16406201
Kim, J. S. (2005). The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies. Asia Pacific Education Review, 6 (1), pp. 7-19. https://link.springer.com/article/10.1007/BF03024963
Kitaw, Y. (2017). Active learning in teaching English language support courses to first-year students in some Ethiopian universities, University of South Africa, Pretoria, http://hdl.handle.net/10500/22745
Lantbeye, W. J. | (2021) Teachers’ perception and implementation of constructivist learning approaches: Focus on Ethiopian Institute of Textile and Fashion Technology, Bahir Dar., Cogent Education, 8:1, https://doi.org/10.1080/2331186X.2021.1907955
Mohammed, O., Seid, D., & Abdurahman, T. (2020). The practice and prospects of active learning methods in Wollo University. American Scientific Research Journal for Engineering, Technology, and Sciences. 65, 1, 1-15. http://asrjetsjournal.org
Mulatu, M., & Bezabih, W. (2018). 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. International Journal of Education, 10(2), 88-94. http://dx.doi.org.
Nisiforou, E. A., Kosmas, P., & Vrasidas, C. (2021). Emergency remote teaching during COVID-19 pandemic: Lessons learned from Cyprus. Educational Media International, 58(2), 215-221. https://doi.org/10.1080/09523987.2021.1930484
Olusegun, S. and Bada d., (2015). Constructivism learning theory: A paradigm for teaching and learning. Department of Psychology Federal University of Education, Kano IOSR Journal of Research & Method in Education. www.iosrjournals.org
Puskas, A. (2021). Teaching during the pandemic in higher education: An online drama course for teacher trainees of English as a foreign language. Ad Alta: Journal of Interdisciplinary Research. https://www.researchgate.net/publication/353429720
Reister, M., & Rook, R. (2021). Perceptions of preparedness for online teaching due to the COVID-19 pandemic as a graduate of an education program at a university in the Midwest. Journal of Digital Learning in Teacher Education, 37(2), 128-146. https://doi.org/10.1080/21532974.2021.1908920
Richards, J. C. (2017). Teaching English through English: Proficiency, pedagogy and performance. https://journals./doi/10.1177/0033688217690059
Surachai, Y., (2020). Perceptions and practices of EFL school teachers on implementing active learning in Thai English language classrooms. Thai Tesol Journal 33(1). https://files.eric.ed.gov/fulltext/EJ1257621.pdf
Taber, K. S. (2019). Constructivism in education: Interpretations and criticisms from science education. In Information resources management association (Ed.), early childhood development: Concepts, methodologies, tools, and applications (pp. 312-342). https://science-education-research.com/downloads/publications/2016
Vale, I., & Barbosa, A. (2023). Active learning strategies for an effective mathematics teaching and learning. European Journal of Science and Mathematics Education, 11(3), 573-588. https://doi.org/10.30935/scimath/13135
Vanderburg, R. M. and Trotter, P. (2021). How constructivist theories of development can be used to re-conceptualize NAPLAN as an opportunity to develop student resilience. Australian Journal of Teacher Education: Vol. 46: Iss. 9, Article 1. DOI: https://doi.org/10.14221/ajte.2021v46n9.1
Vighnarajah, W. S. and Kamariah, A. (2008). The shift in the role of teachers in the learning process. European Journal of Social Sciences, 7, 2, 33-43. https://www.researchgate.net/publication/288644173
