Teacher’s beliefs and practices in teaching spoken English: Bahir Dar  Academy, RISPINS International, Tana Heik Secondary, and Fasilo Secondary Schools in focus

Medhane Wudu

dc.contributor.author	Medhane Wudu
dc.date.accessioned	2021-11-17T06:52:48Z
dc.date.available	2021-11-17T06:52:48Z
dc.date.issued	2021-11-17
dc.identifier.uri	http://ir.bdu.edu.et/handle/123456789/12912
dc.description.abstract	The main objective of this research investigating teachers’ beliefs and attitudes towards delivering or teaching spoken English. Sequential descriptive research design was used in this study. The participants of this study were English language teachers in four schools and all English teachers were participants. An interview and classroom observation was employed to gather data. The interview was analyzed qualitatively (transcribed and categorized according to related themes), while the observation was analyzed both qualitatively and quantitatively. The study revealed that students’ lack of interest, being passive participants, lack of good background knowledge on the language, and related challenges were stated by teachers as a problem in teaching spoken English in the classroom. The findings of this research also disclosed that teachers think that private schools have better chance of improving their students’ speaking ability than that of governmental schools.	en_US
dc.language.iso	en_US	en_US
dc.subject	ENGLISH LANGUAGE AND LITERATURE	en_US
dc.title	Teacher’s beliefs and practices in teaching spoken English: Bahir Dar Academy, RISPINS International, Tana Heik Secondary, and Fasilo Secondary Schools in focus	en_US
dc.type	Thesis	en_US