Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
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This Author published in this journals
All Journal LET: Linguistics, Literature and English Teaching Journal English Language Teaching Educational Journal
Bekele Daba Shube
Addis Ababa University
Arts Education Languange, Linguistic, Communication & Media

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Investigating EFL Teachers’ Knowledge and Practice in Vocabulary Instruction Bekele Daba Shube; Alemu Hailu
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 2 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i2.7095

Abstract

The purpose of this study was to investigate EFL teachers’ knowledge and practice in vocabulary instruction. The study involved thirty six secondary school English teachers from three randomly selected schools. Simple random, purposive and available sampling techniques were employed for the study undertaken. Data was collected from the participant teachers through questionnaire, semi-structured interview, classroom observation and stimulated-recall interview. The findings show that, teachers’ knowledge was generally consistent with their classroom practices and this marked their knowledge guides their pedagogical practices. However, a few inconsistencies were also noticed. At the same time, the finding exhibited factors which could contribute to the mismatches between teachers’ knowledge and practices in vocabulary instruction. These factors include: Students’ lack of ability, their lack of motivation, lack of resources, large class size and others. The discussion of these findings suggests implications for practices and recommendations for future research to improve vocabulary instruction in secondary school context.
Teachers’ knowledge: Teachers’ perceptions and their sources of knowledge in vocabulary instruction Bekele Daba Shube; Alemu Hailu Hanshu
English Language Teaching Educational Journal Vol. 5 No. 3 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i3.6879

Abstract

The study investigated EFL teachers’ perceptions and their sources of knowledge in vocabulary instruction at the secondary school level in Addis Ababa, Ethiopia. To fulfill this purpose, an explanatory research design and mixed data analysis methods were employed. The study involved thirty-six English teachers from three representative secondary schools. Data was collected from the participant teachers through a questionnaire and a semi-structured interview. The findings show that participants in the study generally have positive perceptions about vocabulary teaching and learning. According to the participants’ perspectives, vocabulary is central to language and it is important to language learners in their language learning. This thought was affirmed by participants in both quantitative and qualitative aspects of the study. The finding also revealed teachers’ sources of knowledge in vocabulary instruction. These knowledge sources include teachers’ teaching experience, their disciplinary background, apprenticeship of observation, and others. The discussion of these findings suggests implications for practices and recommendations for future research to improve vocabulary instruction in secondary schools.
Investigating EFL Teachers’ Knowledge and Practice in Vocabulary Instruction Bekele Daba Shube; Alemu Hailu
LET: Linguistics, Literature and English Teaching Journal Vol. 12 No. 2 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i2.7095

Abstract

The purpose of this study was to investigate EFL teachers’ knowledge and practice in vocabulary instruction. The study involved thirty six secondary school English teachers from three randomly selected schools. Simple random, purposive and available sampling techniques were employed for the study undertaken. Data was collected from the participant teachers through questionnaire, semi-structured interview, classroom observation and stimulated-recall interview. The findings show that, teachers’ knowledge was generally consistent with their classroom practices and this marked their knowledge guides their pedagogical practices. However, a few inconsistencies were also noticed. At the same time, the finding exhibited factors which could contribute to the mismatches between teachers’ knowledge and practices in vocabulary instruction. These factors include: Students’ lack of ability, their lack of motivation, lack of resources, large class size and others. The discussion of these findings suggests implications for practices and recommendations for future research to improve vocabulary instruction in secondary school context.
Co-Authors Alemu Hailu Alemu Hailu Hanshu