Abstract:
The purpose of this study was to investigate the implementation of active learning methods
(ALM) in Burka Arbu in Holeta Town, Oromia Region. In order to achieve this purpose, a
descriptive design was employed along with quantitative and qualitative research methods.
With this respect, teachers and students were the sources of data for the study.
Questionnaires, interview and observation were used in this study. The total populations of
students were 1,200 and 4 English teachers. Then, 100 students were selected with simple
random sampling technique and four teachers were taken by comprehensive sampling
techniques. The data obtained through questionnaires were analyzed both quantitatively
using SPSS version 20 and using tables, frequency and percentages. The information
obtained through interview and classroom observations were qualitatively, and classroom
observations described to supplement the quantitative and interview data. The results of this
study revealed that the extent to which teachers implement active learning methods in
English classes was found to be low. Teachers used dominantly the traditional teaching
methods such as lecture method. Moreover, the study revealed that both teachers and
students preferred traditional lecture method rather than active learning methods. In
addition to this, students related, teachers related, materials and time related, pedagogy
related, diverse student needs and learning preferences related, collaboration related,
technology related challenges were identified as factors hindered teachers not to practice
ALM. Finally, the study explored that EFL teachers did not use many opportunities, such as
engaging all students to work in pairs or small groups create opportunities for them to
actively participate, share ideas, and learn from one another and collaborating with experts,
and etc., there for them to practice ALM. Therefore, all concerned bodies teachers,
government, and school should do together to maximize the practice of ALM in EFL
classroom.
