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

Mesfin Mekuria Dangore

doi:doi:10.11648/j.ellc.20190401.14

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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

Mesfin Mekuria Dangore

Published in English Language, Literature & Culture (Volume 4, Issue 1)

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

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[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
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[18]	Creswell, JW (2012) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research Boston: Pearson Education, Inc.

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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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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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TY  - JOUR
T1  - Perception of EFL Among Stalk Holders: Four Selected Government Primary Schools of Wolaita and Dawro Zone in Focus, SNNPR, South West Ethiopia
AU  - Mesfin Mekuria Dangore
Y1  - 2019/05/29
PY  - 2019
N1  - https://doi.org/10.11648/j.ellc.20190401.14
DO  - 10.11648/j.ellc.20190401.14
T2  - English Language, Literature & Culture
JF  - English Language, Literature & Culture
JO  - English Language, Literature & Culture
SP  - 23
EP  - 31
PB  - Science Publishing Group
SN  - 2575-2413
UR  - https://doi.org/10.11648/j.ellc.20190401.14
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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Mesfin Mekuria Dangore

Department of English Language and Literature, Wolaita Sodo University, Sodo, Ethiopia

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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}
}

Copy | Download

TY  - JOUR
T1  - Perception of EFL Among Stalk Holders: Four Selected Government Primary Schools of Wolaita and Dawro Zone in Focus, SNNPR, South West Ethiopia
AU  - Mesfin Mekuria Dangore
Y1  - 2019/05/29
PY  - 2019
N1  - https://doi.org/10.11648/j.ellc.20190401.14
DO  - 10.11648/j.ellc.20190401.14
T2  - English Language, Literature & Culture
JF  - English Language, Literature & Culture
JO  - English Language, Literature & Culture
SP  - 23
EP  - 31
PB  - Science Publishing Group
SN  - 2575-2413
UR  - https://doi.org/10.11648/j.ellc.20190401.14
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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