Assessing The Implementation Of Student Centered Method In Tefl: The Case Of Grade 10 Students Of Denge High School

Abstract

The main objective of the study was to assess the implementation of student centered method of teaching EFL by English teachers of Denge high school in case of grade ten (10) students. In order to achieve this objective, eighty-four (84) students from the total of five hundred sixty (560) students were randomly selected and the existing six (6) English teachers of the school were taken as they were as sample of the study. As far as the issue of getting sufficient and reliable data for the study is concerned the researcher used class observation, questionnaire, and interview as major tools of data gathering. The data obtained from these tools were analyzed both quantitatively and qualitatively as descriptive research design was used. Therefore, quantitative and qualitative research methods were used for this study. Accordingly, the results of the data indicate that student centered method of teaching EFL in the school is poorly implemented. This is because, the effective techniques of learning suggested by different scholars for implementing or promoting this method of teaching during different stages of English lessons are not sufficiently and frequently practiced by the school teachers and students. The findings also show that large class size, unsuitable classroom arrangement, inappropriate organization of materials, students’ unwillingness and level of competence as well as teachers’ and students’ perception on using student centered method of teaching are some of the major impeding factors for properly implementing student centered method of TEFL.