ACTION RESEARCH ENGAGEMENT OF ELT TEACHERS WITH REFERENCE TO TWO GOVERMENTAL PREPARATORY SCHOOLS

Abstract

The purpose of this study was to explore the practice of ELT teachers’ action research in Addis Ababa, Gullele sub city of two preparatory schools. This study, used both qualitative and quantitative research for data collection and analysis. Total population or purposive sampling technique were used to select the teachers. The researcher administers questionnaire consisting of four different sections and an interview was also conducted with some selected participants. 38 teachers were the participant of the study. The interview was also held with 6 ELT teachers using random sampling technique. Depending on the nature and type of the different sections of the questionnaire and the interview, descriptive statistics technique (frequency and percentage) were employed. Similarly, the data obtained through non structured questionnaire and the interview were also analyzed on the basis of common themes and issues of the respondents’ responses. The finding showed that teachers had positive attitude towards action research although the support of the educational authorities and reading materials were not as such enough for the need of the researcher. Facing major obstacles like high work load and shortage of trainings/workshops, 57.9% of the respondents involved in action research. Thus, the picture of these descriptive statistical analyses appeared to show that the ELT teachers made satisfactory efforts in undertaking English language teaching action research. Based on the findings, the researcher forwarded some recommendations that, concerned authorities should upgrade ELT teachers’ knowledge of action research by preparing trainings or seminar, made available research materials in schools. It is also recommended that teacher researchers should document their research work for the benefit of all concerned bodies in the school environment in order to make action research more effective and practical.