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Mulugeta Addisu Hararu

Addis Ababa University, Ethiopia

 

Abstract

The main purpose of this study was to investigate secondary school English language teachers’ beliefs about the active learning approach and their classroom practices in North Shoa of the Oromia Regional State, Ethiopia. To achieve this objective, a descriptive survey research design that contains both quantitative and qualitative methods was employed. Data were collected from 72 English language teachers who teach at grade 11 and 12 levels. The simple random sampling technique was utilized to select the schools, while the voluntary and purposive sampling technique was used for teachers. Data were collected through questionnaire, semi-structured interview, and classroom observations. The data collected through questionnaires were analyzed using descriptive statistical tools such as mean and standard deviation with the help of SPSS software, version 26. The qualitative data were analyzed through verbal descriptions. The findings from the questionnaire and interview showed that teachers hold positive beliefs regarding the contribution of implementing active learning for the students’ learning. However, the result of classroom observation data revealed that teachers use a teacher-centered approach dominantly. Findings of the study could provide implications for teachers to examine their teaching methods, for stakeholders, and recommendations for future studies.

 

Keywords

Active learning approach, beliefs, EFL teachers, practice, secondary schools