The implementation of active learning techniques in teaching the English language at three primary BeteSeb schools

Abstract

The roles of English teachers in the era of CLT are to direct and facilitate the teaching-learning process in a student-centered manner. Students should use the language in a meaningful manner by making them use different active techniques. The aim of this paper was, thus, to examine whether the teaching-learning process of English at BeteSeb Academy was student-centered or not. To realize the above aim, both quantitative and qualitative methods were used. Since the focus of the study was to describe and know the teaching methods/techniques and identify the existing problems in teaching the English language from different CLT quality related dimensions, a descriptive survey research design was used.  Primary data were the sources of data for the study. Data were gathered through questionnaire and classroom observation. English teachers filled out the questionnaire given to them, and the researcher observed English classes of five teachers using checklist while they were running their classes. All twenty-three English teachers were taken as samples using census method. Qualitatively, five English teachers were selected as cases for classroom observation. Descriptive statistics such as mean and standard deviation were used to analyze the quantitative data and narration was used to report the observation findings of the qualitative data. The findings revealed that English teachers at BeteSeb Academy used both teacher-centered and active techniques, but they dominantly applied teacher-centered approach while teaching the English language. Lack of technology access and large class size were identified by the English teachers as obstacles in teaching the English language effectively. Further, teacher respondents made clear that listening skill was a neglected skill in the Academy which contributed its own share negatively to the English competence of students. The Academy should dominantly use student-centered approach by using technology such as computer-assisted learning, videos and audios and applying various active techniques, helpful to promote meaningful interaction. Listening skill should also be thought like the other three major skills and three sub-skills in the computer lab of the schools.