The Implementation Of Student-Centered Approach In Efl Classes At Gassera Secondary School:Grade Nine In Focus

Abstract

The purpose of this study was to assess the implementation of student-centered teaching approach in EFL classes. In order to achieve this purpose, the researcher employed a descriptive design using mixed research methods. From the total population of 603 students, the study was conducted on a sample of 100(46 male and 54 female) systematically selected grade nine students and three English language teachers of Gassera Secondary School in Bale Zone. The data were collected through questionnaires (for students), interview (for both teachers and students), class observation and document analysis. A questionnaire was administered to 100 systematically selected sample students. Besides, an interview and class observations were conducted to get some insight in to the implementation of SCTA in EFL classes. The obtained data was analyzed both quantitatively and qualitatively. A quantitative analysis (descriptive statistics mainly frequency, percentage and mean) was carried out on students’ reactions to the closed-ended questionnaire. The data obtained through the structured class observations were also analyzed quantitatively whereas a qualitative analysis was carried out on the information obtained from the open-ended questionnaire, the semi-structured interview and document analysis. Accordingly, the overall findings of this study showed that the implementation of student-centered teaching approach was found to be unsatisfactory. The teachers dominantly used lecture which was the traditional teaching method. Student-centered teaching strategies like role play, pair work, debate, problem solving, drama and games, brain storming, dialogue, peerteaching and group discussion were practiced to a ‘rare’ degree. In addition, teachers hardly practice language learning strategies. Furthermore, the study found out that students’ poor background knowledge, large class size, habit of teachers and students preference of lecture method, shortage of time, scarcities of teaching aids, work load, teachers less commitment, textbook’s broad content, were the major factors to hamper the implementation of SCTA. Therefore, the researcher recommends that great effort should be made by all stakeholders in supporting students’ reaction to SCLA. Besides, conducting further research helps to enrich teachers so that the right way of implementing SCTA could be employed.