Challenges Teachers of English Language Face in Implementing Active Learning in Teaching English at Selected Secondary Schools in Sidama Region of Ethiopia

Abstract

The purpose of this study was to investigate the challenges grade eleven English language teachers face inimplementing active learning in teaching English in the Sidama Region of Ethiopia. The study employed theconvergent parallel mixed method design. It selected 116 English language teachers of grade eleven fromtwelve secondary schools using single-stage cluster sampling. The researchers collected data using aquestionnaire and interview. The study employed a questionnaire of 18 items having a five-point Likert-scalethat requested participants to indicate their level of agreement and/or disagreement. We collected the qualitativedata from ten participants to the point of data saturation. The study analyzed the quantitative data usingdescriptive statistics, with the help of SPSS version 25. It analyzed the qualitative data following a groundedtheory model. Finally, the study merged both datasets and interpreted them using a side-by-side comparisonapproach. The finding shows that student, classroom conditions, material, and teacher-related challenges are themajor challenges responsible for the ineffective implementation of active learning. The study recommendsteachers, the main actors in the teaching and learning process, to update their knowledge and skills inimplementing active learning and alleviate the identified challenges.