Practices and Challenges of Implementing Active Learning Methods in EFL Classrooms: The Case of Grade Nine School in Holeta Town

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.