The Practices And Challenges Of Implementing Learner Centered Approaches In English Classrooms: The Case Of Grade 9 Guder Secondary School, West Shoa Zone

Abstract

The main purpose of this research was to assess the practicing strategies and challenges of the implementation of learner-centered approach in grade 9 English classrooms of Guder Secondary School, West Shoa Zone, Oromia, Ethiopia. To attain this objective, a descriptive survey research which involves both quantitative and qualitative methods was employed. The sample consisted of 4 English language teachers and 176 grade 9 students drawn from the 1139 population. Purposive sampling technique was used to select the target school and teachers, but systematic sampling technique was employed to select the students. To gather the data, questionnaire, observations and interview were employed. The data collected from the respondents were analyzed by using SPSS software version 20 and the qualitative data was analyzed in verbal descriptions. To analyze the data, frequencies, percentages, mean scores, standard deviation and one-sample test were used. The results of the study indicated that the implementation of learner-centered methods in grade 9 English classrooms of Guder Secondary School was 1.77 grand mean values which reveal that the EFL teachers rarely used the learner centered strategies. In other words, English language teachers in the school sometimes used only role play, brainstorming, questions and answers, exercises for individual students, group work, pair work and class discussions. Besides, they rarely used modeling activities and language. while lack of proficiency, skills, and experience were challenges affecting teachers’ practices in implementing learner-centered approach, on the other hand; lack of proficiency, lack of interest, lack of group leader and lack of proper group composition were affecting students’ reactions to their teachers’ activities in implementing learner centered approach, and large class size, shortage of time, lack of easily moveable seating arrangements were identified as resource related challenges in implementation of LCA in EFL classrooms. The researcher concluded that because of teachers’ traditional teaching and low practice of LCA, students’ problems in reacting to LCA activities, and resource related challenges, students couldn’t have the opportunity to practice learner-centered learning approaches therefore, it is recommended that, English teachers, Students Woreda Education Office, Guder secondary school and all stakeholders should work in collaboration to bring the school to more conducive to learner-centered learning practice.