Assessing the relationship between teachers’ perceptions and their classroom practices and challenges in teaching English vocabulary to young learners: the case of some selected primary schools in Dawro Zone, SWRS, Ethiopia

Abstract

In Ethiopia, there is a growing demand for early English education. Teaching vocabulary to young learners is crucial for language acquisition, and teachers’ perceptions and actions in the classroom are essential for effective teaching. Therefore, this study aimed to explore the relationship between teachers’ perceptions and their teaching practices in teaching vocabulary to young learners (TVYLs) in some selected primary schools in Ethiopia, South Western Regional State (SWRS), Dawro Zone. To explore their relationship, a descriptive survey research design with a mixed-methods approach was used. A total of 90 EFL teachers with different levels of experience participated in the study through simple random sampling techniques. Data were collected using classroom observation, questionnaires, and semi-structured interviews and analyzed using descriptive statistics and Pearson correlation coefficients, both quantitatively and thematically. The data analysis showed individual differences in teachers’ theoretical perceptions and indicated that there is a discrepancy between their perceptions and classroom practices. The main factors affecting teachers’ effective TVYLs were large classes, teachers’ lack of knowledge of approaches, lack of time to practice vocabulary through integration with other skills, and teachers’ lack of experience in professional development. Finally, recommendations were made based on the main findings.

Keywords:

• Perceptions
• practices
• teaching vocabulary
• young learners

REVIEWING EDITOR:

• John Lee, Editor-in-Chief, Education University of Hong Kong, Hong Kong

SUBJECTS:

• Childhood
• Classroom Practice
• Early Years
• Primary/Elementary Education
• Language Teaching & Learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Woldemariam Bezabih Bedilu

Woldemariam Bezabih Bedilu, PhD is an Assistant Professor in ELT at Hawassa University. He graduated from Hawassa University with B.Ed. in English Language and Literature, MA in TEFL and PhD in ELT recently. His dissertation focuses on EFL teachers’ perceptions and classroom practices in teaching vocabulary to children in Ethiopian contexts. He has various published research works in reputable journals like Education 3-13, Global Journal of Human-Social Science: G Linguistics and Education, European Online Journal of Natural and Social Sciences, International Journal of Education, Research on Humanities and Social Sciences Journal, and The International Journal of Research in Teacher Education.

Hailu Wubshet Degefu

Hailu Wubshet Degefu, PhD is an Associate Professor in TEFL at Hawassa University. He has various publications in reputable international journals. His research works focus on qualitative research in foreign language teaching areas. He has been teaching, advising and examining TEFL MA and PhD students for more than a decade.