EFL Teachers’ Practices and the Learners Perception Towards the Use of Amharic in English Classes at Secondary Schools of Wolaita Zone, Ethiopia
International Journal of Education, Culture and Society
Volume 4, Issue 3, June 2019, Pages: 48-53
Received: Jun. 8, 2019; Accepted: Jul. 5, 2019; Published: Aug. 10, 2019
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Faskal Faranso Faltamo, Faculty of Social Science and Humanities, Department of English Language and Literature, Wolaita Sodo University, Sodo, Ethiopia
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The use of learners’ first language in EFL classrooms has long received attention in the literature. Despite, the focus has often been on its implementations as well as advantages and disadvantages. Unfortunately, less research has been conducted regarding students’ perceptions on its use. Hence, the purpose of the study was exploring EFL teachers’ practices and learners’ perceptions about use of Amharic in English language classrooms at four selected secondary schools at Wolaita zone, Ethiopia. To achieve the intended objectives, the researcher employed descriptive research design with mixed methods of data collections. Totally, 178 students and three English language teachers were direct participants of the study as sources of data. The results obtained through questionnaire, interview and classroom observation were analyzed by using mixed methods of data analysis. It was found out that Most of the EFL teachers used Amharic for different purposes while teaching English. Based on findings of the study, it was concluded that Amharic is commonly used by EFL teachers in classes because most of their students felt more comfortable while using Amharic in actual classroom teaching-learning process.
EFL, Practices, Perception, Amharic, Instructions, Secondary Schools
To cite this article
Faskal Faranso Faltamo, EFL Teachers’ Practices and the Learners Perception Towards the Use of Amharic in English Classes at Secondary Schools of Wolaita Zone, Ethiopia, International Journal of Education, Culture and Society. Vol. 4, No. 3, 2019, pp. 48-53. doi: 10.11648/j.ijecs.20190403.11
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