Active Learning: EFL teachers’ Role in ELT Classrooms of Ebantu District Secondary Schools

Abstract

Abstract The study intended to investigate EFL teachers’ role in implementing active learning in ELT classrooms. The study used descriptive survey design with mixed method. Participants of the study were 15 EFL teachers and 5 students of Ebantu District high schools who were selected comprehensively and randomly respectively. The data obtained through questionnaire was entered into SPSS version-25 whereas students were interviewed individually. Mean and standard deviation were computed for the data collected through questionnaire and described in words whereas coding, categorizing and describing was used for interview. Besides, p-value was calculated using bivariate analysis. The result of the study revealed that active learning strategies were not used effectively in which teachers showed their role moderately. There was also insignificant relationship between teachers’ use of active learning strategies and the role they played. Therefore, teachers should understand the concept and varied types of active learning strategies to apply them effectively.