The Effects of Teachersa Perceptions on the Implementations Active Learning in EFL Classroom

Abstract

The purpose of this study was to investigate the extent and effects of EFL teachers' perceptions on the implementation of active learning in three selected secondary schools in Genna Bossa Woreda of Dawro Zone, SNNPRS. To conduct the study, descriptive survey research design was employed. A total of 12 teachers and 60 students from high, medium and lower achievers participated in the study through availability and purposive sampling techniques. The study was complemented by mixed method approach that employed both qualitative and quantitative data collection tools such as observation checklists, questionnaires and interviews. The quantitative data, data collected through questionnaires, was analyzed using frequency, percentage, mean and grand mean, Pearson correlation coefficients, and simple linear regression. Data obtained through observation and interview (qualitative) were analyzed using textual analysis thematically. The findings of the study revealed that perceptions of teachers' affected their classroom implementation of Active Learning (AL). Specifically, positive perception of teachers is associated with effective implementation of active Learning Method in EFL class, whereas, negative perception is directly related to poor implementation of Active Learning Method.