LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 17:4 April 2017
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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The Impact of Remedial Training on EFL Teachers’ Interest, Proficiency
and Classroom Performance: the Case of School in Sidama Zone, Ethiopia

Mebratu Mulatu, Ph.D.
Eshetu Mandefro, M.A.
Tesfaye Abebe, Ph.D.
Yohannes Yona, M.A.

Abstract

The main objective of the study was to assess the interest, performances and activities of EFL teachers and students of Sidama Zone schools after having additional training before a year. 40 EFL teachers (20 from primary and 20 from secondary), 10 students and 10 school principals (5 from each level) were selected using simple random sampling techniques from the five districts of the area. Three tools: questionnaire, interview and observation were used to gather data. The findings of the study disclosed that there was significant progress in the interest of the teachers to teach and students to learn English in comparison to the not trained EFL teachers. But, there was no change on the performance of the learners and the teachers which might be associated to the limited period since the training. Furthermore, trained EFL teachers were performing special activities to improve the learners’ ability of English as compared to the not trained ones who were engaged in the regular activities. The findings also disclosed that there is unwise use and scarcity of resources to support the English language improvement activities. Thus, the findings need collaborative effort to bring further improvements in the learners’ ability of English language as it is the medium of instruction second cycle primary and secondary level.

Keywords: Interest, Proficiency, EFL training, remedial training, Ethiopian schools

1. Introduction

Modern education was introduced to Ethiopia nearly a century ago. However, the education and training offered during these long years had limited positive impact on the lives of the people and national development. Ethiopia has recently experienced massive improvement in access to education. Primary school enrollment has increased five-fold since 1994, and there are now more than 14 million children in school compared to five million in 2000. Secondary school enrollment has also shown a modest improvement, with a 3.2% increase in the net enrollment rate between 2005/06 and 2009/10. These are extraordinary achievements in terms of increasing enrollment, but education quality still remains a daunting challenge.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Mebratu Mulatu, Ph.D.
mebratumulatu@gmail.com

Eshetu Mandefro, M.A.

Tesfaye Abebe, Ph.D.

Yohannes Yona, M.A.

Hawassa University, Hawassa Ethiopia
College of Social Sciences and Humanities, Hawassa University
P.O.Box 5, Hawassa
Ethiopia
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