Perception of students and EFL teachers towards English Language Instruction: The case of schools of technology village of Hawassa University.

Abstract

The main objective of the study was to assess the perception of students and English language teachers towards their English language instruction in the schools in Sidama Zone, Ethiopia. It was a descriptive survey which contained 50 English language teachers and 257 students selected through simple random sampling technique from 11 schools.  The data gathering tools were questionnaire, interview and document analysis. The results of the study confirmed that though English language teachers have knowledge about the role of teaching English-foreign language status, majority of the English language teachers (70%) in the study area have limited knowledge about language policies, strategies and directions identified in Ethiopian education system. They have also limited access to know different education sector development program frameworks, including General Education Quality Improvement Program (GEQIP) plan. Regarding students’ perception towards the language, the results disclosed that most of the students (86.4%) confirmed English language is more difficult to learn. Nevertheless, they want to improve their English language skills as it is important to speak English language in different social context. Thus, various organizations should design capacity building trainings to English language teachers not only on language policies and strategies but also on English syllabus and curriculum. In addition, English language teachers should use various techniques to meet the English language needs of the students.