TEACHERS’ PERCEPTION AND PRACTICE OF COOPERATIVE LEARNING IN EFL SPEAKING CLASSES: THE CASE OF THREE SELECTED SECONDARY AND PREPARATORY SCHOOLS AT BURIE WOREDA IN WEST GOJJAM ZONE

ABEJE MULAT

dc.contributor.author	ABEJE MULAT
dc.date.accessioned	2021-03-16T10:20:23Z
dc.date.available	2021-03-16T10:20:23Z
dc.date.issued	2021-03-16
dc.identifier.uri	http://ir.bdu.edu.et/handle/123456789/12046
dc.description.abstract	The purpose of this study was to investigate Grade nine EFL teachers’ perception and practice of cooperative learning in EFL speaking classes at three selected secondary and preparatory schools at Burie Worda, West Gojjam Zone. To conduct the study, descriptive survey research design was employed. The schools were selected by convenience sampling technique. To collect data, sixteen Grade nine EFL teachers were selected through comprehensive sampling technique and 129 Grade nine students were selected through multistage sampling technique. The study was complemented by mixed method approach with data collection tools such as questionnaire, interview and classroom observation. The quantitative data were analyzed using frequency, percentage, and mean and the qualitative data were analyzed thematically. The remaining data obtained through the open ended item of the questionnaire and interview were analyzed qualitatively together with the quantitative data. The results of the study indicated that most of EFL teachers’ perception of cooperative learning was low, that is, they did not clearly know what CL is (definition, group formation, essential elements, roles of teachers and students, etc.). Similarly, the practice of CL in EFL speaking classroom had great flaws. The major factors affecting the effective practice of cooperative learning were large class size, inadequate teacher training, tendency of focusing on teacher-centered method, and time scarcity. Finally, based on the above findings, some recommendations have been forwarded that grade nine EFL teachers should get cooperative learning training theoretically and practically and also the school should supply supplementary materials that help teachers to have adequate perception of cooperative	en_US
dc.language.iso	en_US	en_US
dc.subject	English	en_US
dc.title	TEACHERS’ PERCEPTION AND PRACTICE OF COOPERATIVE LEARNING IN EFL SPEAKING CLASSES: THE CASE OF THREE SELECTED SECONDARY AND PREPARATORY SCHOOLS AT BURIE WOREDA IN WEST GOJJAM ZONE	en_US
dc.type	Thesis	en_US