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
Highlights
In education, the term “assessment” refers to the wide variety of techniques or tools that teacher-educators use to evaluate learning progress or education needs of students
The other is teacher educators' and prospective teachers' tendency to use traditional lecture method, lack of training, shortage of time to practice it, teacher educators' and prospective teachers' lack of interest to implement active learning and the design of teaching modules rated with percentages 69.25%, 69.23%, 61.54% and 61.54% respectively
Emphasizes that lack of adequate teaching materials, teacher educators' and prospective teachers' tendency to use traditional lecture method and lack of training were found as challenges of teacher educators' to practicing active learning methodologies in their classes
Summary
The term “assessment” refers to the wide variety of techniques or tools that teacher-educators use to evaluate learning progress or education needs of students. “Assessment is a central feature of teaching and the curriculum. It powerfully frames how students learn and what students achieve” Because assessments play a very significant role in students’ understanding, researchers suggested a paradigm shift of assessment from “testing learning of students to assessing for students learning” There is widespread agreement that assessment is an integral part of any effective educational system but the debate about assessment-practices mainly centers on the challenges and complexities assessment poses in implementing it effectively
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