Revisiting the implementation of active learning pedagogy in EFL classrooms

Abstract

The present study investigated the current development of active learning pedagogy implementation, focusing on the English subject, at high school classrooms in Langsa, Aceh, Indonesia. It focused on English teachers’ pedagogical practices undertaken at the classrooms during the lessons and the factors impeding the construction of active learning methodology. A qualitative method was used, which employed the instruments of classroom observations, interviews, and lesson plan reviews. It was conducted in four lessons at three different high schools located in eastern Aceh, Langsa. The participants of this study were four English teachers and eleventh grade students who were actively involved in the observed English lessons. The findings showed that the dominant teachers’ role and students’ engagement in the class teaching-learning practices were not yet incorporated as active learning principles. Then, there was a lack of teachers’ understanding on the concept of active learning pedagogy, less provided trainings on active learning methodology, no provision of teaching-learning media at classrooms, and individual students were considered as influential factors in implementing an active learning pedagogy in these classrooms. Hence, future researchers are recommended to conduct an adaptation or re-evaluation to the active learning methodology that has been used all these times in order to be more practical and appropriate with Indonesian classroom contexts.

Self-development of primary school teachers in classroom management through an active learning program

“…They can gain their understanding and performance through the program as well as proficiency in active learning. They have the performance and skill to rethink their lesson plan which is relevant to school contexts (Yean, 2019;Yenen and Dursun, 2019;Devira, 2020). Therefore, the items with the highest level of assessment of learning management plan design competency assessments were at the highest level.…”

Group work in Zoom breakout rooms to enhance English-speaking self-efficacy for active learning activities

“…It activates multi-sensory learning (reading, listening, and speaking), enabling the brain to retain more of what the students have learned. Therefore, it has become a significant component of language teaching (Devira, 2020). The principles of active learning, among others, are as follows: students are involved in learning, there is a greater emphasis on skill development, students are engaged in various learning activities, and students learn to think the way they learn (Bahri et al, 2011).…”