Teachers’ Perception and Practice of Implementing Active Learning Strategies in Teaching English Language in Five Secondary Schools in Kambata Tambaro Zone, Ethiopia

Abstract

The main purpose of this study was to assess EFL teachers’ perception and practice of implementing active learning strategies in five secondary schools in Kambata Tambaro, zone southern Ethiopia. A descriptive survey in a mixed approach was employed. Data for the study was collected from 37 teachers via Classroom observation, questionnaire and focus group discussion. Quantitative part of the data was analyzed using SPSS (statistical package for social science) to calculate percentage and mean and qualitative part of it was analyzed thematically. Findings of the study revealed that, teachers have positive perception towards active learning strategies; their practice of implementing the strategies was not at a satisfactory level; and active learning strategies such as brain storming, asking and answering questions, discussion and group works were implemented by the teachers more frequently than the other strategies. The researchers recommended short and long term trainings for the teachers and active involvement of all concerned bodies to facilitate active learning in the schools.

Keywords: Active Learning; Learning strategy; Teachers’ Perception; Teachers’ Practice

DOI: 10.7176/RHSS/13-3-01

Publication date: February 28^th 2023