EFL Teachers and Students' Perception and Classroom Practices of Active Learning Method: The Case of Selected Preparatory Schools in West Wollega Zone, Ethiopia

Abstract

This study is designed to investigate EFL teachers and students' perceptions and practices of active learning and the constraints to implementing it in the English classes of Enango, Boji Dirmeji and Guliso preparatory schools in West Wollega zone. From the total population of eight (8) EFL teachers of grade 11 and 1480 students in the three schools, 8(100%) and 148(10%) teachers and students were selected respectively. Accordingly, of the students and all grade eleven EFL teachers in the schools were included in the study. A total of 158 respondents were selected as a sample. All of them participated in the questionnaire. All (eight) EFL teachers were interviewed. All of them were also observed in the classroom three times each. Availability and stratified sampling techniques were used to select sample teachers and students respectively. A mixed study approach that involves a qualitative self administered questionnaire, lesson observation guide, and qualitative semi-structured interview were used to obtain relevant data. Information on what perceptions EFL teachers and students hold towards active learning, how often they use such methods, and what factors impede teachers and students from implementing active learning methods were obtained through the questionnaire. In-depth interview of teachers and classroom lessons observation were used to extrapolate the subjects' responses from the questionnaire. The collected data from the questionnaires and classroom observation were analyzed using frequency, percentage, mean value, and grand mean. Whereas, data obtained through teachers' interview were analyzed qualitatively. The study finding showed that though teachers positively perceived active learning method, the extent to which they practiced it was low; whereas, students perceived the method negatively. Active learning strategies such as problem solving, discussion were employed sometimes. And group work was rarely employed. The most frequently used strategy was lecture method. This shows that the teachers are still using traditional method of teaching. The major factors that affect the implementation of active learning in the school were, large class size, shortage of time, the mismatch between teachers' and students' perception and teachers’ tendency to use traditional method of teaching. Based on the major findings, the school principals in collaboration with the woredas' education office and zonal education office were recommended to solve the facility problems and arrange in-service trainings for the teachers on issue of active learning so as to bring a paradigm shift from the teacher fronted method of teaching to the desirable one.