An Assessment of the Practice and Its Determinant Factors of Active Learning Practices in EFL Classes: A Case Study on English Language Course in Derbre Markos College of Teacher Education

Abstract

The study aimed to assess the practice and its determinant factors of active learning in EFL Learners of DebreMarkos college of Teacher Education. 80 prospective teachers and 18 English language teacher educators were participants of the study. The data was collected through questionnaire, interview and observation. Percentage, mean and qualitative analysis were used to analyze data. The findings of the study revealed that both Teacher educators and prospective teachers have favorable beliefs towards active learning. The different active learning strategies were sometimes practiced. That is, pair work, group work, discussion, lecture and question and answer were employed. The magnitude of practicing active learning in EFL classes of the respective college was low. Among factors that influence effective implementation of active learning: lack of facilities and materials, tendency towards lecture method, shortage of time, prospective teachers' and teacher educators' lack of interest to implement active learning, lack of trainings and the design of training modules were the major ones. Generally, to solve the problems encountered in the effective implementation of active learning: continuous and extensive orientations and training, in the form of workshops and seminars should be offered to teacher educators and prospective teachers; facilities like language laboratory and standard library equipped with recent materials should be established; Teachers should prepare and utilize instructional materials, training modules should be prepared in a way to facilitate active learning implementation.

Keywords: Active Learning, Determinant Factors, EFL

DOI: 10.7176/RHSS/10-9-04

Publication date:May 31^st 2020