Abstract:
The main objective of this study was to investigate the challenges EFL teachers face in
implementing active learning strategies in EFL classrooms. Descriptive research method
was used. In descriptive research method, both qualitative and quantitative approaches
are vital. Three government secondary schools in Jimma town were selected to be the
setting of the study and all the twenty English language teachers who have been teaching
English in grade ten and 100 students of grade ten were the subjects of the study. In the
selection of the sample population, simple random and availability sampling were used
for students and teachers respectively. The results of the study showed that teachers had
slightly positive perception and understanding on active learning. On the other hand, it
was found that teachers lacked practical skills of implementing active learning method in
EFL class rooms. Furthermore, it revealed that factors that hindered active learning
method in the classrooms were: large class size, shortage of time, lack of students‟
interest and instructional material were the major ones. Based up on the conclusions
drawn from the study, active learning was thus recommended to be integrated in to the
English classroom. Finally, following recommendations were forwarded, it is important
to conduct in-service training so that teachers‟ use of active learning strategies will be
improved. Even if appropriate class size may not always be possible, the implementers of
active learning should see alternative solutions such as, dividing students into groups,
field trip, and others. In addition to this, government bodies and stake holders have to
construct extra classes in order to solve the problems of teachers‟ commitment and lack
of interest in the profession, school administrators, wereda educational leaders, education
bureau and Ministry of Education have to do different awareness creation program.
