Action Research Practices in Teaching English as a Foreign Language (EFL) at Addis Ababa University: Implications for Quality Language Teaching
Abstract
The world trend today demands of higher education institutions to focus on learning, particularly higher order learning skills. This entails focusing on the actual classroom activities rather than the planning. This is because it is whatever actually happens in the classroom that really matters, that makes a difference to the level and the type of student learning. This in turn calls for teacher empowerment and commitment to base his/her classroom decisions and actions on self-initiated research. This study, therefore, aimed at investigating the level of EFL teachers’ action research practices and its implications for enhancing quality language teaching at Addis Ababa University. Data were collected from purposively selected 25 language instructors at the University. Whereas the overall research approach was descriptive, qualitative and quantitative methods were employed in analyzing the data. The results have shown that even though the instructors had some knowledge and awareness about the importance of action research, they actually did not practice it due to several hindering factors, inter alia, lack of motivation; time constraint; paucity of research fund, facilities and materials; dealing with poorly prepared students; rushing for content coverage; large class size; and work load. It is, therefore, recommended that the University create enabling environment by empowering the forefront practitioners to take ownership of inquiring their practices so as to create and sustain quality language teaching in particular, and contribute enhanced efforts for excellence in Ethiopian classrooms in general.
Downloads
References
Allwright, D. Lenzuen, R, Mazzillo, T. & Miller, I. (1994). Integrating Research and Pedagogy: Lessons from Experience in Brazil. (Retrieved from http://www.ling.lancs.ac.uk/groups/crile/epcentre/readings/sustainability.htm on August 3, 2005.
Ashcroft, K., & Foreman-Peck, L. (1994). Managing Teaching and Learning in Further and Higher Education. London: The Falmer Press.
Calhoun, E. F. (1993). Action Research: Three Approaches. Educational Leadership, 51(2). Retrieved from http://ucerc.edu/teacherresearch/teacherresearch.html.
Coghlan, D. & Brannick, T. (2001). Doing Action Research in Your Own Organization. London: Sage Publications, Ltd.
Firdissa Jebessa. (2006a). Sustaining Education Quality through Self-Reflection Action Research in Ethiopian Higher Education Institutions: A Case study of the practices, challenges, and prospects at the Addis Ababa university. A Thesis for the Degree of Masters of Science in Educational Science and Technology; Track: Educational Evaluation and Assessment: University of Twente, the Netherlands. (MSc Thesis).
Firdissa Jebessa. (2006b). Quality assurance in Higher Education Institutions: Challenges and Opportunities. IER Flambeau , 29-42. Addis Ababa: AAU Prointuing Press.
Firdissa Jebessa. (2005). Effectiveness of the M.A Distance and face-to-face Education Program of the Addis Ababa University in curriculum Studies in Meeting its Objectives: An Evaluative Overview of the Stakeholders’ Perceptions. The Ethiopian Journal of Higher Education (I) 1, 55-84. Addis Ababa: AAU Printing Press.
Firdisa Jebessa. (2000). Impediments to do Satisfactory Educational Research Work in line with the New Education and Training Policy. National Conference on Current issues of Educational Research in Ethiopia (pp. 43-68). Addis Ababa: Addis Ababa University Printing Press.
ELIP. (nd.). English Language Improvement Program. (Unpublished).
Kemmis, S. & McTaggart, R. (eds) (1992). The Action Research Planner (3rd.ed). Geelong, Victoria, Australia: Deakin University Press.
Lado, R. (1964). Language Teaching. A Scientific Approach. USA: Mc Graw-Hill.
McDonough, & Steven, M. (1997). Research Methods for English Language Teachers. (available from Amazon.com and www.eltnews.com/features/eltbooks/018.shtml - 30k).
O'Brien, R. (2001). An Overview of the Methodological Approach of Action Research. In Roberto Richardson (Ed.), Theory and Practice of Action Research. João Pessoa, Brazil: Universidade Federal da Paraíba. (English version) [retrieved on 8 July-07 from http://www.web.net/~robrien/papers/arfinal.html#_edn4.
Prabhu, N.S. (1987). Second Language Pedagogy. Hong Kong: Oxford University Press.
Richards, J. & Nunan, D. (1990). Second Language Teacher Education. (eds.). New York: Cambridge University Press.
Transitional Government of Ethiopia [TGE/ETP] (1994). Education and Training Policy. Addis Ababa: EMPDA.
Watson, D. & Maddison, E. (2005). Managing Institutional Self Study. London: Open University Press.
Webel, C. (2005). Quality Management. Retrieved from: ceres.imib.rwth-aachen.de/ isg-med/pdfs/wessel2005h-VorlQm.pdf.
