Abstract:
The objective of this research was to examine the effect ofELIP as in-service training on
second cycle primary school teachers' English language performance. This research was
conducted in Hibret and Mendera, governmental primary schools in the city of Jimma,
Oromia region.
The data for the research were collected through classroom observation, interview and
focus group discussions. Classroom observation checklist was prepared based on ELIP
training objectives and ten teachers from both the schools were observed twice on their
lesson planning, classroom techniques, language command and resources, classroom
management, and classroom evaluation. An interview guide was prepared based on the
objectives of ELIP for teachers, directors and supervisors and administered to them.
Finally, discussion was made with all the concerned bodies-ten teachers, two directors,
two supervisors and twenty students from all the ten sections.
The results of the research shows that English language proficiency of primary school
teachers has improved with the ELIP trainings they have taken. Their self confidence in
using English both inside and outside the classroom has also enhanced. On the other
hand, although all the teachers were aware of what learner centred approach is, learner
centred methods of teaching was not practically put into effect in the classrooms the
researcher has observed, and there was no support and follow up from the concerned
bodies. The other problem was the use of first language by students during group and pair
discussions. Finally, recommendations like establishing English clubs, follow up and
support for teachers on learner centred methods, and motivating learners to use target
language during discussions were suggested by the researcher.
