The Practices and Challenges in the Implementation of Participatory Teaching Strategies in English as a Foreign Language Large Classes in Ethiopia

Abstract

This study is aimed at investigating the Practices and Challenges in the Implementation of Participatory Teaching Strategies in Ethiopian EFL Large Classes. Large class to the context of this study is a class with many students in one class. To achieve this objective a descriptive research design with quantitative and qualitative data-gathering instruments and analysis was applied. This means questionnaire, observation and interview were a data-gathering instruments used to collect relevant data from grade 12 English language teachers and students. Two teachers were selected using Comprehensive sampling techniques and exposed to classroom observation and interview, whereas 20 students were also selected using simple random sampling techniques and filled the questionnaire. The questionnaires collected from sample students were analyzed quantitatively by using a descriptive statistical method. Teachers’ interviews were analyzed qualitatively. The findings of this study indicated that EFL teachers have a clear knowledge about the implementation of participatory teaching strategies in the classroom, yet they did not frequently use the diverse techniques. The most frequently used techniques of active learning strategies were pair and group work, question and answer, discussion method, and debating. Therefore, EFL teachers are limited to some techniques due to students’ number in the class, and this prominently hampers them not to practice various techniques of active learning strategies. Thus, EFL teachers, administrators, and curriculum experts should develop a clear awareness of the educational benefit of active teaching strategies and act accordingly.