PERCEPTIONS AND PRACTICES OF EFL TEACHERS IN IMPLEMENTING ACTIVE LEARNING IN ENGLISH CLASSES: THE CASE OF THREE SELECTED SECONDARY SCHOOLS IN DAWRO ZONE, SNNPRS, ETHIOPIA

Abstract

The purpose of this study was to investigate teachers’ perceptions and practices of active learning in EFL classrooms, in three selected secondary schools in Genna Bossa Woreda of Dawro Zone, SNNPRS. To conduct the study, descriptive survey design was employed. A total of 12 teachers and 60 students from high, medium and lower achievers were participated in the study through availability and purposive sampling technique. The study was complemented by mixed method approach that employed both qualitative and quantitative data collection tools such as observation checklists, questionnaires and interviews. The quantitative data was analyzed using frequency, percentage, mean and grand mean and the qualitative was analyzed thematically. The findings of the study revealed that most of the respondents have perceived active learning positively. In spite of their good perceptions, their practices of active learning were low/poor. The major factors affecting the effective implementation of active learning were large class size with fixed sitting arrangement, inadequate teacher training, tendency of focusing on teacher- centered method and time scarcity were among the most influential factors hindering its implementation. Finally, it is recommended that responsible bodies should rearrange the conditions and facilitate necessary inputs for the implementation.