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Perception of EFL Among Stalk Holders: Four Selected Government Primary Schools of Wolaita and Dawro Zone in Focus, SNNPR, South West Ethiopia

Received: 3 April 2019     Accepted: 14 May 2019     Published: 29 May 2019
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Abstract

In a global society, politics, culture and economics are closely interdependent and higher level education has a responsibility to cultivate and equip professionals with the skills to meet the international competitive environment. English is everywhere in Ethiopia’s everyday life, as opposed to indigenous languages, which are mostly hidden. The diffusion of English makes its learning mandatory to aspire to a better social and economic life. Nevertheless, this contextual ‘imposition’ highly influences perceptions and attitudes we have towards English language. This may also create a strong barrier to the whole language learning process. The aims of this study were (1) to identify how stockholders perceive English as a Foreign Language/English as a Second Language (EFL/ESL) teaching learning processes (2) to examine the roles that stockholders play at the required levels at schools, and (3) to investigate factors that contribute to the perception of stockholders in EFL/ESL teaching-learning processes. For this purpose, 267 students were selected from 40 sections and filled the questionnaire. To get 267 students, seven top achieving students were chosen from 40 sections. Moreover, 16 English teachers, 32 parent-teacher association members, 24 school principals, 16 education officials, 16 supervisors and 40 focus group discussants were selected using availability sampling from four schools. Closed- ended and open- ended questionnaire, video-recording, focus group discussions, and semi-structured interviews were used for data gathering, and the data gathered through these tools was analyzed quantitatively and qualitatively. Based on student surveys in four schools, this paper accented positive perceptions and attitudes towards English language learning, and highlighted the past and the effects of linguistic imperialism. However, based on the evidences found onteaching and learning, teaching English in four schools has been unsatisfactory. The findings further revealed that students, parents, teachers, supervisors, educational experts, and school principals have a positive attitude and perception to English language learning, but they reported that there were factors that impede students’ English language learning and the teachers’ classroom pedagogy. The data in this study also showed that well-designed teacher preparation is important as the component of ongoing learning and development, and can be a powerful vehicle for preparing teachersto implement new curriculum and innovative teaching methods. In short, this work opened the discussion on how these attitudes could be managed in the classroom, and offered possible directions for future research in intercultural language learning.

Published in English Language, Literature & Culture (Volume 4, Issue 1)
DOI 10.11648/j.ellc.20190401.14
Page(s) 23-31
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Perception, Stalkholders, EFL/ESL, Primary Schools

References
[1] Surdyanto, A (2016) Students’ perceptions of the use of English at a bilingual setting based on their kindergarten language background Journal of ELT Research, 1(2)
[2] Amini Farsani, Mohammad (2016) Depicting EFL Learners’ and Teachers’ Perception toward Communicative Language Teaching: Voices from Iran Iranian EFL Journal.
[3] Smail Benmoussat, Nabil Djawad Benmoussat (2018) The Teach-to-the-Test Approach: Doing Harm to the Lifelong Educational Paradigm of Algerian EFL Learners English Language and Literature, 3(1), 1-6.
[4] Cohen, A. D (2015) Language Learner strategies: 30 years of research and practice TESOL Quarterly, 49-47.
[5] Geberew Tulu (2014) EFL classroom assessment: Teachers’ practice and teaching techniques adjustment in Ethiopia Educational Research and Reviews, 9920), 1071-1089.
[6] Alamri, H. R. H (2018) Challenges in practicum: views and perceptions of EFL pre-service teachers towards fieldexperience skills in real classroom Arab World English Journal, 9(1).
[7] Depreli, E (2014) EFL student teachers’ shadowing experience: Is it worth it? Global Journal of Foreign Language Teaching, 41(1), 59-64Retrieved April 3, 2016 from http://www.world-educattioncenter.org/index.php/GJLLT/article/view/3189
[8] Hailu Abraha (2008) A Study on The English for Ethiopia Grade 11 Students’ Books: The Case of Weldu Nugus Secondary School– Quiha. MA Thesis, Addis Ababa University (Unpublished).
[9] Han, L (2010) The advantages and the problems of multimedia-aided English reading instruction Journal of Language Teaching and Research, 1, 320-323.
[10] Mertler, M, Craig A, and Charles. C (2005) Introduction to Educational Research Boston: Pearson Education, Inc.
[11] Shields, Patricia, and Rangarajan, N (2013) A playbook for Research methods: Integrating Conceptual Framework and Project Management Srillwater, OK: New Forums Press.
[12] Barry, W. J (2012) Challenging the Status Quo Meaning of Educational Quality: Introducing Transformational Quality (TQ) Theory Educational Journal of Living Theories, 4, 1-29.
[13] Koul, L (2005) Methodology of Educational Research (3rd ed.). Vikas Publishing House PVT LTD
[14] Michale, B, Jane, F Michelle, T & Kate R (2001) Focus Group in Social Research London: SAGE Publications Ltd.
[15] Creswell, J. W, and Clark, P (2007) Designing and Conducting Mixed Methods Research Thousand Oaks: CA: Sage.
[16] Solomon Kidane (2018) Teachers’ and Students’ Self-Efficacy Belief and Attitude Towards Hard-CLIL in Ethiopian Vocational Polytechnic Colleges, 3(3), 5.
[17] Ministry of Education (2002) The Education and Training Policy and Its Implementation Addis Ababa: Berhan and Selam Printing Press.
[18] Creswell, JW (2012) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research Boston: Pearson Education, Inc.
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  • APA Style

    Mesfin Mekuria Dangore. (2019). Perception of EFL Among Stalk Holders: Four Selected Government Primary Schools of Wolaita and Dawro Zone in Focus, SNNPR, South West Ethiopia. English Language, Literature & Culture, 4(1), 23-31. https://doi.org/10.11648/j.ellc.20190401.14

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    ACS Style

    Mesfin Mekuria Dangore. Perception of EFL Among Stalk Holders: Four Selected Government Primary Schools of Wolaita and Dawro Zone in Focus, SNNPR, South West Ethiopia. Engl. Lang. Lit. Cult. 2019, 4(1), 23-31. doi: 10.11648/j.ellc.20190401.14

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    AMA Style

    Mesfin Mekuria Dangore. Perception of EFL Among Stalk Holders: Four Selected Government Primary Schools of Wolaita and Dawro Zone in Focus, SNNPR, South West Ethiopia. Engl Lang Lit Cult. 2019;4(1):23-31. doi: 10.11648/j.ellc.20190401.14

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  • @article{10.11648/j.ellc.20190401.14,
      author = {Mesfin Mekuria Dangore},
      title = {Perception of EFL Among Stalk Holders: Four Selected Government Primary Schools of Wolaita and Dawro Zone in Focus, SNNPR, South West Ethiopia},
      journal = {English Language, Literature & Culture},
      volume = {4},
      number = {1},
      pages = {23-31},
      doi = {10.11648/j.ellc.20190401.14},
      url = {https://doi.org/10.11648/j.ellc.20190401.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20190401.14},
      abstract = {In a global society, politics, culture and economics are closely interdependent and higher level education has a responsibility to cultivate and equip professionals with the skills to meet the international competitive environment. English is everywhere in Ethiopia’s everyday life, as opposed to indigenous languages, which are mostly hidden. The diffusion of English makes its learning mandatory to aspire to a better social and economic life. Nevertheless, this contextual ‘imposition’ highly influences perceptions and attitudes we have towards English language. This may also create a strong barrier to the whole language learning process. The aims of this study were (1) to identify how stockholders perceive English as a Foreign Language/English as a Second Language (EFL/ESL) teaching learning processes (2) to examine the roles that stockholders play at the required levels at schools, and (3) to investigate factors that contribute to the perception of stockholders in EFL/ESL teaching-learning processes. For this purpose, 267 students were selected from 40 sections and filled the questionnaire. To get 267 students, seven top achieving students were chosen from 40 sections. Moreover, 16 English teachers, 32 parent-teacher association members, 24 school principals, 16 education officials, 16 supervisors and 40 focus group discussants were selected using availability sampling from four schools. Closed- ended and open- ended questionnaire, video-recording, focus group discussions, and semi-structured interviews were used for data gathering, and the data gathered through these tools was analyzed quantitatively and qualitatively. Based on student surveys in four schools, this paper accented positive perceptions and attitudes towards English language learning, and highlighted the past and the effects of linguistic imperialism. However, based on the evidences found onteaching and learning, teaching English in four schools has been unsatisfactory. The findings further revealed that students, parents, teachers, supervisors, educational experts, and school principals have a positive attitude and perception to English language learning, but they reported that there were factors that impede students’ English language learning and the teachers’ classroom pedagogy. The data in this study also showed that well-designed teacher preparation is important as the component of ongoing learning and development, and can be a powerful vehicle for preparing teachersto implement new curriculum and innovative teaching methods. In short, this work opened the discussion on how these attitudes could be managed in the classroom, and offered possible directions for future research in intercultural language learning.},
     year = {2019}
    }
    

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    AU  - Mesfin Mekuria Dangore
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    AB  - In a global society, politics, culture and economics are closely interdependent and higher level education has a responsibility to cultivate and equip professionals with the skills to meet the international competitive environment. English is everywhere in Ethiopia’s everyday life, as opposed to indigenous languages, which are mostly hidden. The diffusion of English makes its learning mandatory to aspire to a better social and economic life. Nevertheless, this contextual ‘imposition’ highly influences perceptions and attitudes we have towards English language. This may also create a strong barrier to the whole language learning process. The aims of this study were (1) to identify how stockholders perceive English as a Foreign Language/English as a Second Language (EFL/ESL) teaching learning processes (2) to examine the roles that stockholders play at the required levels at schools, and (3) to investigate factors that contribute to the perception of stockholders in EFL/ESL teaching-learning processes. For this purpose, 267 students were selected from 40 sections and filled the questionnaire. To get 267 students, seven top achieving students were chosen from 40 sections. Moreover, 16 English teachers, 32 parent-teacher association members, 24 school principals, 16 education officials, 16 supervisors and 40 focus group discussants were selected using availability sampling from four schools. Closed- ended and open- ended questionnaire, video-recording, focus group discussions, and semi-structured interviews were used for data gathering, and the data gathered through these tools was analyzed quantitatively and qualitatively. Based on student surveys in four schools, this paper accented positive perceptions and attitudes towards English language learning, and highlighted the past and the effects of linguistic imperialism. However, based on the evidences found onteaching and learning, teaching English in four schools has been unsatisfactory. The findings further revealed that students, parents, teachers, supervisors, educational experts, and school principals have a positive attitude and perception to English language learning, but they reported that there were factors that impede students’ English language learning and the teachers’ classroom pedagogy. The data in this study also showed that well-designed teacher preparation is important as the component of ongoing learning and development, and can be a powerful vehicle for preparing teachersto implement new curriculum and innovative teaching methods. In short, this work opened the discussion on how these attitudes could be managed in the classroom, and offered possible directions for future research in intercultural language learning.
    VL  - 4
    IS  - 1
    ER  - 

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Author Information
  • Department of English Language and Literature, Wolaita Sodo University, Sodo, Ethiopia

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