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

1. Introduction

Teaching English vocabulary to children is a crucial aspect of language learning. Previous studies have highlighted the significance of teachers’ perceptions and their impact on classroom practices, particularly in teaching vocabulary to young learners (TVYLs) in primary schools. Despite receiving standardized classroom instruction during their teacher education, there are considerable variations in how teachers implement these practices in their teaching careers. Teachers’ perceptions have a direct influence on their classroom practices and their students’ achievement in language learning, specifically in vocabulary learning. This process plays a vital role in developing cognitive skills (mental processes that learners use to acquire, process, and produce language and its vocabulary; e.g. guessing meaning, noticing patterns, linking words to similar ones, and deepening word knowledge) and practical skills (abilities that learners use to apply their vocabulary knowledge in different contexts and situations; e.g. using visuals, gestures, miming, flashcards, board games, and spelling exercises), which ultimately shape students’ future careers (Berger et al., 2018; Slater & Chambers, 2022).

However, Kitaw and Fentaye (2020) have noted that researchers in Ethiopia have not given sufficient attention to the domain of teachers’ perceptions and their impact on teaching vocabulary, particularly in lower grades. Assessing the relationship between EFL teachers’ perceptions and their classroom implementation of vocabulary instruction is important because teachers’ perceptions may not align with their actual practices, which can also differ from the recommended techniques outlined in the curriculum (Narjes & Gilakjani, 2017).

Teaching and learning a foreign language, especially English, have always been significant topics in language studies. The importance of teaching English as a foreign language (TEFL) has grown exponentially (Sühendan, 2014). Therefore, it is crucial to examine the underlying principles on which the introduction of English learning at an early age is based. Garton et al. (2011) argue that teachers of young learners worldwide have the responsibility of teaching their students daily and convincing them of the value of learning English vocabulary. Orosz (2009) emphasizes the importance of having a sufficient vocabulary in the target language for effective English language teaching (ELT) to take place. Syed and Mohammad (2021) aptly compare vocabulary to the stones in a pyramid, highlighting that language learning cannot occur without vocabulary, just as a pyramid cannot be built without stones.

According to Elhamdi and Hezam (2020), investing in teachers and young learners and shaping teachers’ perceptions of teaching is paramount for the success of any education system. Teachers are the catalysts of the learning process, and the effectiveness of the entire system largely depends on them. Therefore, they play a crucial role in achieving an effective and responsive education system, especially in teaching English vocabulary.

Based on the review of related literature, it is crucial to assess the relationship between teachers’ perceptions and their teaching practices, as well as the challenges faced in teaching English vocabulary to young learners (Kenyon & Sen, 2015). This assessment can help teachers adapt their teaching practices and facilitate effective vocabulary learning. Previous studies, such as the work of Melaku and Wudu (2022), and Bentea and Anghelache (2012), have examined the challenges and opportunities of teaching English vocabulary to young learners, offering insights and implications for improving teachers’ perceptions and practices.

The theoretical framework of this study draws upon social constructivism and sociocultural theories, which emphasize the role of social interaction, collaboration, and scaffolding in vocabulary learning. These theories provide a foundation for designing data collection instruments, analyzing data, and interpreting results. Scholars such as Moody et al. (2018) and Susanto (2017) have advocated for the application of these theories in children’s language learning, given the importance of social interaction, collaboration, and scaffolding in vocabulary acquisition.

We can see the conceptual framework of the relationship between teachers’ perceptions and their classroom practices as displayed in the following figure:

Figure 1. The relationship between teachers’ perceptions and their classroom practices in TVYLs.

In above figure, there are three boxes: the top connected to the two side by side below held with the up-down double arrow (⇕) and the two side by side connected with the left right double arrow (⇔). The relationship between teachers’ perceptions and their teaching practices indicates that when teachers’ perceptions correlate directly with their teaching practices, improved and effective teaching and learning of vocabulary for young learners takes place.

In Figure 1 shows that improved vocabulary teaching learning process is the outcome of three pillars: teachers’ perceptions, teachers’ classroom actions and student characteristics. The reasoning behind this framework is that teaching is a process within which new knowledge is created and/or advanced. As Elhamdi and Hezam (2020) noted that the blame for the failure of learners rests on poor classroom practices and not the inability of the students to learn. It is real that improved vocabulary teaching learning process took place when teachers’ perceptions has positive relationship with their classroom practices even though there are various things affecting its implementation in the actual scenario.

1.1. Statement of the problem

Rendering English vocabulary lessons sufficient to the pupils is an appropriate decision viewed from the fact that the pupils of an elementary school have a period called the golden age and a critical period, the period that pupils can learn anything easily. This stage of development is a milestone for the latter. In this period, their brains are still flexible, so they can learn anything, including languages (Mijena, 2014). Studies by Lenneberg (1967), Johnson and Newport (1989), and Mayberry and Eichen (1991) provide evidence for the existence of this critical period and highlight the challenges individuals face in acquiring native-like proficiency when learning a second or foreign language later in life. In addition, children’s attitudes towards other languages and cultures are open, and these attitudes help them learn vocabulary easily (Parenting for the Brain, 2023; Penfield & Roberts, 1959). Tariq and Ibrahim (2014) argued that vocabulary is no longer a victim of discrimination in second language teaching and learning research. Vocabulary is central to English language teaching because, without sufficient vocabulary, students cannot understand or express their own ideas. Wilkins (1972), cited in Diep (2020), stated that while without grammar very little can be conveyed, without vocabulary nothing can be conveyed, so that teachers’ cognition of the teaching practice of TVYLs is vital.

Mulugeta (2018) argued that learning vocabulary is an important instructional aim for teachers in all content areas in middle grades; however, recent research works such as Uccelli et al. (2015) and Syed and Mohammed (2021) indicated that vocabulary instruction is problematic because many teachers are not confident about best practices in its instruction and at times do not know where to begin to form an instructional emphasis on word learning. In our context, vocabulary is the most important element in the acquisition of a foreign language, yet researchers in the field of the English language in Ethiopia have not paid enough attention to learning and practicing it, particularly in the lower grades. EFL vocabulary teaching begins in public schools in grade one and is dominated by word translation, repetition, and memorization of the English alphabet (Kitaw & Fentaye, 2020; Mijena, 2014). These problems have received little attention in previous local research such as Miressa (2014), and Basizew (2017) since vocabulary is considered as sub skills and thus, teachers in the classroom and researchers in the area did not give due attention, so examining the associations between EFL teachers’ awareness of vocabulary teaching methods and their classroom practices daily is critical in lower grade level since this is the stage where children can empower and build their future educational ladder in their early years.

Although numerous studies such as Negede (2012), Konomi (2014), Mijena (2014), Tariq and Ibrahim (2014), Basizew (2017), Mulugeta (2018), Diep (2020), Kitaw and Fentaye (2020) have been conducted in different corners of the world to solve problems related to TVYLs at various educational and school levels, there are scant local studies conducted by combining the various aspects of the variables considered in this study: the relationships between teachers’ perceptions and their classroom practices in teaching vocabulary and the challenges they face in practicing it. To see from abroad, Diep (2020) conducted the study entitled ‘Teaching Vocabulary to Young Learners: Vietnamese Primary EFL Teachers’ Perceptions and Practice’ that employed qualitative and quantitative approaches using questionnaires, video-taped observations, and in-depth interviews as data collection tools, and the findings surprisingly revealed that many essential aspects of vocabulary instruction, ranging from selecting vocabulary, teaching vocabulary directly and indirectly, explaining vocabulary meanings, and teaching vocabulary through skills in various teaching phases in class, were not implemented accordingly. Another experimental study carried out by means of questionnaires, interviews, and observation to explore 12 teachers’ beliefs and practices in Korea by Konomi (2014) What the research contributed to the study was a wide range of indirect teaching methods, such as pictures, posters, postcards, word calendars, word walls, realia, charts, graphic organizers, picture books, television, videos from iTunes, and computer games. Another study was conducted by Tariq and Ibrahim (2014), entitled ‘Teaching Vocabulary: The Relationship between Techniques of Teaching and Strategies of Learning New Vocabulary Items in Saudi Arabia’, and the results showed that there is a relationship between the techniques of teaching and the strategies of learning new lexis.

Mijena (2014) conducted a study entitled ‘Practices and Impeding Factors in TEYLs in the 1st Cycle Public Primary Schools in Nekemte Town, Western Ethiopia’. His study examined the practices and related impeding factors of the TEYLs in 10 first-cycle (grades 1-4) public primary schools, and the findings indicated that English is taught through L1. Furthermore, Basizew (2017), Mulugeta (2018), and Kitaw and Fentaye (2020) conducted the study in the same area. Basizew (2017) conducted an experimental study on ‘Teacher Vocabulary Teaching Strategies: The Case of Selamber Primary School, Benishangul-Gumuz Region, Assosa’ to identify and analyze teachers’ preferable vocabulary teaching strategies, and Mulugeta (2018) conducted a study on the ‘Effects of Vocabulary Games on Students’ Vocabulary Learning in Ethiopian Primary Schools’. His study confirms that studies conducted in Ethiopian EFL classrooms found that students’ vocabulary learning has been problematic and widespread over time. A study by Kitaw and Fentaye (2020), which focuses on ‘The Perception and Practice of EFL Teachers in Teaching Vocabulary Using CLT’, aimed to investigate EFL teachers’ perception and practice of using CLT in teaching vocabulary in an Ethiopian secondary school. The results indicated that EFL teachers have a positive perception of teaching vocabulary using CLT, although their actual classroom practice does not match their perceptions. Miressa (2014) claimed in his study that teachers had limited knowledge and understanding of strategies for teaching vocabulary in EFL classes. In addition, the teachers did not have enough practical skills to appropriately use different types of vocabulary teaching strategies in EFL lessons.

In sum, none of the previously mentioned studies comprehensively investigated the relationships between teachers’ perceptions and their classroom practices towards TVYLs and the challenges they face in teaching TVYLs at lower classroom levels. Even though some of them conducted their work similar to this one in lower grades, their work is different in that they focused on vocabulary games, how English is taught in general, and impeding factors that hamper its implementation, such as curriculum policy. Hence, none of the studies investigated EFL teachers’ perceptions and their relationships with their classroom practices and the challenges they face in TVYLs in some selected primary schools in Dawro Zone, SWRS, Ethiopia, which makes them completely different from this study. Nevertheless, all of the earlier mentioned studies have been crucial in that they have served as steppingstones for the present study. Moreover, teachers’ perceptions have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning. Thus, examining the relationship between teachers’ perceptions and their classroom practices in TVYLs could provide both a new focus for potential in teacher or language education programs that do not exist yet and an understanding of the effect that method courses have on teachers’ perceptions.

As a result, the researchers were inspired to conduct this study on vocabulary education for young learners because of its crucial role in determining their academic achievement in a variety of topics. Vocabulary mastery is crucial for understanding and communicating ideas clearly, which in turn affects students’ overall performance in other academic areas. Thus, the study is aimed at answering the following research questions: 1) What is the perception of EFL teachers in TVYLs? 2) What is the relationship between teachers’ perceptions and their actual classroom practices in TVYLs? 3) What are the major challenges affecting teachers from TVYLs? Hence, the main objective of this study is to assess the relationship between EFL teachers’ perceptions and their classroom practices and the challenges they face in TVYLs in Ethiopia, SWRS, particularly in some selected primary schools of the Dawro zone, Tercha town, and its surroundings. To achieve the general objective, the following specific objectives were set to:

1. Examine EFL teachers’ perceptions in TVYLs;

2. Sort out the relationship between teachers’ perceptions in teaching vocabulary to young learners and their classroom practices

3. Identify the major challenges teachers face when TVYLs.

2. Materials and methods

2.1. Research design

To answer the research questions, a descriptive survey design was employed to collect, process, analyze, and present the study’s data due to it was not able to establish causal linkages or perform statistically significant comparisons because of the qualitative nature of this study. Thus, it was employed by using a mixed method of data collection and description in an organized way, including the characteristics, features, or facts about the given population in this study, to make the obtained data more feasible and preferable to examine the present situation on the perceptions and practices of EFL teachers in TVYLs in primary schools at the research site. From a wider perspective, Creswell (2008) suggested a mixed-methods research approach in which it is possible to mix quantitative data to measure the trend patterns of a large number of people with qualitative data to obtain more detailed and specific information and, in turn, strengthen the quantitative data. From the reviewed research approaches, a mixed-methods approach was chosen in the current study for its own strengths. In this way, the numerical data on a large population could be quantitatively collected and technically processed for both objectiveness and universality and to reflect the implications of teachers’ perceptions. To capture natural and realistic teaching behaviors in real classes and to make sure that their teaching practice was not governed by the questionnaire, video-recorded observations were conducted, descriptively transcribed with coding and check lists for both comparative quantitative and qualitative data analyses, followed by teacher interviews for further qualitative investigations into reflections.

2.2. Research setting and sampling techniques

The setting for this study was the Dawro Zone, Tercha town, and its surroundings in the SWRS, which is located at a distance of 362 km from Hawassa and 540 km from Addis Ababa. Among the 24 public primary schools in the Dawro Zone, Tercha Town, and its surroundings, 12 schools were randomly selected using the lottery system to examine how the vocabulary teaching and learning process of the YLs is implemented to promote students’ language learning. The study site (Dawro zone in SWRS) was selected purposefully due to the feasibility of the study, the reliability of the preliminary data source, the familiarity of the researcher, and easy access to information. The target population of this study consisted of EFL teachers in the selected schools, purposefully because teachers are the key actors in achieving the teaching process in the education system. Thus, among the 160 EFL teachers at the study site, 90 grade four EFL teachers from chosen schools were selected using simple random sampling technique. Public first-cycle primary schools, i.e. grades 1-6, fourth grade were purposefully selected in this study as sources of information since the grade is in between the lower and upper levels and it is the stage where pupils lay the foundation for their next ladder of education.

The psychological term ‘young learners’ (YLs) in this study implies those pupils who are aged between 7 and 12 years old, as Slattery and Willis (2001) and Cameron (2001), but in the context of this study, they are schoolchildren between the ages of 9 and 12 years, as its focus is Grade 4, and ‘YLs’ encompasses all pupils in Grades 1-6 in the context of Ethiopia, who are expected to begin their Grade one at the age of seven and complete their First Cycle (Grade six) at the age of 12.

2.3. Data gathering instruments

This study employed mainly qualitative and quantitative data collection tools. The relevant data were collected through questionnaires, classroom observation, and interviews. Thus, the researchers preferred the qualitative method to describe the data that were collected by classroom observation field notes and semi-structured interviews and the quantitative method to describe all close-ended questionnaires and lesson observation checklists. Classroom observations containing 32 items of checklists were conducted to check whether teachers were practicing what they reported about their perceptions of TVYLs in classrooms. Four volunteer grade 4 EFL teachers were selected purposefully for observation (three teachers from Tercha town administration, i.e. two from Sore, one from Fana, and one from Gena Woreda, Woldehane primary school). The researchers collected data as nonparticipant observers in the same context to minimize the subjectivity of individual bias.

The semi-structured interview was conducted using a tape recorder, video camera, and photo camera. As interviews can provide in-depth data that is not possible with questionnaires, they were used to supplement and triangulate information gathered from observations and questionnaires and aim to raise detailed thoughts on teachers’ perceptions, classroom practices, and challenges they face as TVYLs. Therefore, well-constructed semi-structured interviews were prepared to collect and administer data from three selected primary school teachers based on their experience and willingness. Furthermore, 49 different items of questionnaires were adapted, and content modifications and panels of experts were made based on the literature review and objectives of the study using Miressa (2014), Diep (2020), Kitaw and Fentaye (2020) questionnaires that have been used for similar research purposes. On a closed-ended Likert’s 5-point scale, i.e. ranging from strongly agree to strongly disagree, a questionnaire was prepared to measure the extent of teachers’ perceived classroom practices in the teaching vocabulary. The questionnaire has three factors/domains; the first domain contains 12 items of questionnaire which is aimed to assess the teachers’ perceptions on the importance of TVYLs that has the coefficient of alpha (α= .946) and the second factor contains 12 items of questionnaire which is intended to test the knowledge of teachers’ in using various techniques and strategies in TVYLs that has the coefficient of alpha (α= .964) and the third factor/domain of the questionnaire has 25 items those are meant to assess the perception of teachers’ towards the challenges they face in TVYLs that has the coefficient of alpha (α=.989). An internal consistency reliability estimate was calculated using Cronbach’s alpha coefficient for the questionnaires to determine the level of difficulty of the items and ensure their reliability. It was found that the coefficient of alpha (α=.991) indicates the highest reliability scale. As a result, the value of each item was above.70, and their total coefficient was alpha (α=.992).

2.4. Data gathering procedures

The researchers followed a series of data-gathering procedures during the study. Therefore, a pilot study was conducted before the administration of the final questionnaires to all respondents; thus, the questionnaires were distributed to the voluntarily invited colleagues to comment on the initial wording and phraseology of the tools. It was carried out by adapting questionnaires that were submitted to experienced colleagues, teachers, and advisors for the sake of comment. After ensuring the appropriateness of the questionnaire by the advisors, discussions were held with school directors and selected EFL teachers regarding the purpose of the data they were going to gather and how it would have been done. First, the researchers collected data through questionnaires, followed by classroom lesson observation, and finally, interviews were conducted with four EFL teachers. The reason for sequencing data gathering tools accordingly is that first, it is essential to know teachers’ opinions about TVYLs early through questionnaires; then, it is possible to examine whether they implement what they perceive about TVYLs in actual classrooms through lesson observation. An interview is used to cross-validate the data collected through the above two tools. Thus, it ensures the reliability and validity of the data in the study.

2.5. Validity and reliability of the tools

According to Diep (2020), ‘reliability provides information on the extent to which the data collection procedure elicits accurate data, and validity provides information on the extent to which the procedure really measures what it is supposed to measure’ (p. 184). Therefore, the tools’ face, content, and construct validity were checked by getting feedback from the research supervisor and colleagues (a panel of experts) on whether they appear accurate in their layout and ensure that it includes all the items that are essential and eliminates undesirable items in a particular construct domain, and how well they translated or transformed a concept, idea, or behavior that is a construct into a functioning and operating reality, the operationalization (Boudreau et al., 2001; Lewis et al., 2003), to be measured based on the objectives set forth in order to improve the tools as well as the marking guidelines. Moreover, a pilot study was conducted to ensure the validity, reliability, and practicability of the instruments. Then, an internal consistency reliability estimate was calculated using Cronbach’s coefficient of alpha for the questionnaires, and it was found that the coefficient of alpha (α = .991) indicates the highest reliability scale of the tools. Based on the respondents’ responses, some improvements were made to the questionnaire in accordance with the comment made by the advisor to make it clear and relevant to the basic questions so as to get more valuable information. As a result, the value of each item was above.70 and their total coefficient of alpha (α = .992).

2.6. Ethical consideration

Ensuring the ethical treatment of participants is crucial during research. Leavey (2010) emphasizes the need for researchers to anticipate ethical issues that may arise. Descombe (2007) and Chokevivat et al. (2019) suggest that obtaining permission and clearly communicating the study’s purpose are vital, especially when observing and interviewing participants. Respecting participants’ culture, beliefs, traditions, customs, and dignity is essential to prevent the provision of incorrect information or harm to participants, ultimately ensuring reliable data. Consequently, researchers should prioritize ethical considerations related to all data collection methods. This study encompassed participant consent, confidentiality, and adherence to ethical guidelines from data collection to analysis. Therefore, ethical approval for the study was obtained from the Ethics Committee of Hawassa University, the Department of English Language and Literature, and the Department of Education of the Dawro Zone, and consent to participate in the study was obtained from the teachers. Participants were well-informed about the study’s purpose and procedures, with an emphasis on anonymity, confidentiality, and the freedom to withdraw at any time. Interviews were conducted in a relaxed manner to minimize power imbalances. The questionnaire was distributed after providing teachers with guidance, assuring them that their responses would remain confidential and would not impact their profession, solely serving research purposes.

2.7. Methods of data analysis

As for data processing and analyses, each of the tools had its data processed differently but analyzed based on the reviewed theoretical framework of aspects of teaching vocabulary to YLLs. To measure the 90 primary respondents’ responses to the questionnaire, Statistical Package for the Social Sciences (SPSS, version 22) was employed to measure their perceptions. As Kothari (2004) states, data collection must be analyzed; thus, both qualitative and quantitative methods of data analysis were employed to answer the research questions and achieve the objectives. The quantitative data were collected, tabulated, analyzed, described, and interpreted in a manner that supports the findings obtained from the study. First, the data gathered through questionnaires and observation checklists using a 5-point Likert scale as suggested by Kothari (2004) were tabulated in terms of frequency and percentage to compute the proportionality of individual responses to the items. Moreover, the Pearson correlation coefficient was used to show the relationship between teachers’ perceptions and their classroom practice in TVYLs. Thus, the data processing and analysis were employed by the SPSS version 22 computer manual to analyze the quantitative data, followed by narration. Next, data gathered through classroom observation, field notes, and semi-structured interviews was transcribed, edited, coded, classified into themes, tabulated, and finally analyzed thematically. Thus, the data were analyzed thematically and numerically since they were supplemented with a mixed method. Finally, conclusions and recommendations were made based on the findings.

3. Results and discussions

3.1. Results

In analyzing the perceptions of teachers towards TVYLs, the results of a questionnaire entitled ‘Perceptions of EFL Teachers towards the Importance of TVYLs’ and classroom practices that were cross-checked by observation checklists were presented using descriptive statistics in the following tables.

Table 1 shows the responses of teachers on their perceptions of the importance of TVYLs. Regarding this, the majority of the teachers, i.e. 66 (73.3%) and 24 (26.7%), strongly agreed to agree that they have awareness of item 2, which states ‘vocabulary building assists pupils in their English studies as well as their overall language proficiency’. Next, 54 (60.0%) and 36 (40.0%), respectively, strongly agreed with item no. 1, which dictates ‘vocabulary is the most important component in language learning’ because, without vocabulary, nothing can be communicated. Next, 48 (53.3%) strongly agreed with items 7, 9, and 10, respectively, with the stated idea that they provide short and clear exercises to children to let them practice vocabulary structure and develop fluency in English, use their mother tongue as a resource when necessary to teach new words, and are aware that it is important to offer students unambiguous vocabulary instruction while TVYLs. However, as demonstrated in classroom observation, it was not similar, as they reported that English was taught in the traditional mode in L1 (Table 2).

Table 1. Results of teachers’ perceptions on the importance of TVYLs.

No	Items	5= strongly agree		4 = Agree		3 = Neutral/Undecided		2= disagree		1= strongly disagree
A	Teachers’ perceptions on the Importance of TVYLs	f	%	f	%	f	%	f	%	f	%	Mean value
1	Vocabulary is the most important language component of learning English, so I usually focus on teaching vocabulary to students in the classroom.	54	60.0	36	40.0	–	–	–	–	–	–	4.6
2	Vocabulary building helps students learn English as well as their general fluency.	66	73.3	24	26.7	–	–	–	–	–	–	4.7333
3	Vocabulary has a major impact on students as they practice four language skills	36	40.0	54	60.0	–	–	–	–	–	–	4.4
4	Teachers should create an exposed and fear-free environment for children to learn vocabulary	18	20.0	54	60.0	18	20.0	–	–	–	–	4
5	The playful and entertaining teaching of vocabulary promotes the active participation of the students in learning the language	24	26.7	60	66.7	6	6.7	–	–	–	–	4.2
6	My students face challenges in pronouncing, spelling, writing and reading words correctly as they learn vocabulary due to the influence of their native language, so I help them when they encounter difficulties	24	26.7	54	60.0	12	13.3	–	–	–	–	4.1333
7	I provide students with short and clear exercises so they can practice vocabulary structures and develop fluency in English	48	53.3	42	46.7	–	–	–	–	–	–	4.5333
8	Translating new vocabulary when it is random or new concept for the students is necessary for a better understanding and saves the children guessing time	42	46.7	30	33.3	–	–	–	–	18	20.0	3.8667
9	Using L1 (mother tongue) as a necessary resource for teaching new words is important in TVYLs	48	53.3	42	46.7	–	–	–	–	–	–	4.5333
10	Providing students with clear and explicit vocabulary instructions helps them learn new words easily	48	53.3	42	46.7	–	–	–	–	–	–	4.5333
11	Children need to memorize English vocabulary to communicate effectively	–	–	66	73.3	24	26.7	–	–	–	–	3.7333
12	Teachers of YLs should conduct a needs analysis and develop learner profiles in relation to TL vocabulary	18	20.0	24	26.7	30	33.3	12	13.3	6	6.7	3.4
	Grand mean											4.23

Table 2. Results of teachers’ perceptions of using different techniques and strategies in TVYLs.

B	Items	5= strongly agree		4 = Agree		3 = Neutral/Undecided		2= disagree		1= strongly disagree
		F	%	f	%	f	%	f	%	f	%	Mean value
13	Using objects such as realia, visual aids, and demonstrations helps students retain vocabulary better because their memory for objects and images is very reliable	72	80.0	18	20.0	–	–	–	–	–	–	4.8
14	Objects in the classroom or things brought into the classroom can be used to teach vocabulary and help children feel relaxed.	36	40.0	48	53.3	6	6.7	–	–	–	–	4.4
15	The vocabulary should be taught to the children in the classroom using real objects and other visual materials as this makes the session fun and engages the students.	54	60.0	36	40.0	–	–	–	–	–	–	4.6
16	Using word games to teach vocabulary helps maximize learning capacity and brings relaxation and fun to YLs, helping them learn and remember new words more easily	42	46.7	48	53.3	–	–	–	–	–	–	4.4667
17	Teachers should effectively use different strategies to motivate and manage language activities in the classroom to teach vocabulary	36	40.0	42	46.7	12	13.3	–	–	–	–	4.3667
18	The use of dictionaries is an important tool in vocabulary teaching as it gives the meaning of words in a language in alphabetical order, including spelling, syllables, pronunciation, origin, meaning, etc.	18	20.0	60	66.7	12	13.3	–	–	–	–	4.0667
19	Drawing objects on the blackboard or flashcards can help children easily understand and apply the key points they learned in the classroom	72	80.0	18	20.0	–	–	–	–	–	–	4.8
20	Using illustrations and images such as posters, index cards, charts, magazine pictures, chalkboard drawings, stick figures, and photographs is a great way to help students understand the meaning of unfamiliar words	54	60.0	36	40.0	–	–	–	–	–	–	4.6
21	Teachers should create an exposed and fear-free environment for children to learn vocabulary	48	53.3	42	46.7	–	–	–	–	–	–	4.5333
22	Teachers should teach YLs vocabulary using all of their senses (what they see, hear, touch and interact with rather than explanations) to meet all of their needs	36	40.0	54	60.0	–	–	–	–	–	–	4.4
23	Vocabulary lessons through mining, expressions and gestures like hand gestures, facial expressions, body movements, etc.) attract attention and make the lessons more dynamic.	42	46.7	36	40.0	12	13.3	–	–	–	–	4.3333
24	Vocabulary should be taught to students in an integrated manner with other language skills to save time and enhance their language learning	12	13.3	24	26.7	54	60.0	–	–	–	–	3.5667
	Grand mean											4.42

Regarding teachers’ perceptions of the use of different techniques and strategies in TVYLs, almost all teachers, i.e. 72 (80.0%), scored highly on items 13 and 19 because the use of objects such as real objects, visual aids, and demonstrations helped students remember vocabulary better because their memory for real objects and images was very reliable. In addition, drawing objects on the blackboard or flashcards helped the children easily understand and implement the key points they learned in the classroom. In addition, 54 (60.0%) indicated that they agreed with items 15 and 20, which state that vocabulary should be taught to children in the classroom using real objects and other visual materials, as this makes the lesson fun and engaging and students are illustrated, and images such as posters, index cards, charts, magazine pictures, chalkboard drawings, stick figures, and photographs are excellent tools to help students understand the meaning of unfamiliar words. Very few, i.e. 12 (13.3%), indicated that they totally agreed that vocabulary should be taught integrated with other language skills to save time and enhance their language learning for item 24, but 54 (60.0%) indicated that they felt neutral. This indicates that most of them did not teach vocabulary in the classroom through integration with other micro-skills of the language, which is necessary for students to easily grasp the concepts.

Table 3 shows various challenges influencing teachers’ TVYLs. In this context, more than half of the respondents, i.e. 48 (53.3%) for items 41 and 43, indicated that large class size and lack of knowledge of vocabulary teaching techniques were the most serious problems, among other factors, followed by a lack of time to practice English vocabulary through integration with other language skills in the classroom, as indicated by the same rate, i.e. 36 (40.0%) respondents for item 40. Nearly 30 (33.3%) of respondents indicated that a lack of professional development experience and a lack of skills in contextual English vocabulary teaching were the most critical factors in TVYLs for items 28 and 29 respectively. In addition, 24 (26.7%) indicated that teachers’ insufficient training in the use of TVYLs, lack of awareness of vocabulary teaching techniques and strategies, teachers’ commitment to teaching vocabulary, and lack of adequate resources such as AVMs (audiovisual materials) were the most serious challenges hindering teachers from using TVYLs mentioned in the items 25, 26, 42 and 44 respectively.

Table 3. Results of challenges influencing teachers from teaching vocabulary to young learners (TVYLs).

No	Challenges Influencing Teachers from Teaching Vocabulary to Young Learners (TVYLs)	1 = Most serious		2 = More serious		3 =Serious		4 =Undecided
		f	%	f	%	f	%	f	%	Mean value
25	Insufficient training of teachers in the use of TVYLs	24	26.7	54	60.0	12	13.3	–	–	1.8667
26	Lack of knowledge of vocabulary teaching techniques and strategies	24	26.7	36	40.0	30	33.3	–	–	2.0667
27	Teachers’ less familiarity with the content and activities in the textbooks	12	13.3	24	26.7	36	40.0	18	20.0	2.6667
28	Lack of skills in teaching English vocabulary in contexts	30	33.3	36	40.0	24	26.7	–	–	1.9333
29	Lack of professional development experience	30	33.3	48	53.3	12	13.3	–	–	1.8
30	In appropriate preliminary and further training of teachers	–	–	12	13.3	42	46.7	36	40.0	3.2667
31	Less awareness of the goals of vocabulary teaching	–	–	–	–	36	40.0	54	60.0	3.6
32	Less familiarity with teachers’ TL culture when teaching vocabulary	–	–	18	20.0	30	33.3	42	46.7	3.2667
33	Less understanding of learners’ background information	12	13.3	30	33.3	42	46.7	6	6.7	2.4667
34	Lack of student motivation to learn English vocabulary	12	13.3	54	60.0	18	20.0	6	6.7	2.2
35	Lack of frequent exposure and fear-free environment to the TL	18	20.0	48	53.3	24	26.7	–	–	2.0667
36	Fewer students can pronounce, spell, read, and write new words	–	–	12	13.3	18	20.0	60	66.7	3.5333
37	Children’s less ability to select appropriate meanings of words from the given contexts	18	20.0	30	33.3	36	40.0	6	6.7	2.3333
38	Lack of resources such as multimedia to support teaching	–	–	42	46.7	30	33.3	18	20.0	2.7333
39	Fewer teachers participate in designing appropriate learning tasks in textbooks	–	–	42	46.7	30	33.3	18	20.0	2.7333
40	Lack of time to practice English vocabulary through integration with other language skills in classrooms	36	40.0	42	46.7	12	13.3	–	–	1.7333
41	Large class size	48	53.3	42	46.7	–	–	–	–	1.4667
42	Teachers’ beliefs and perceptions regarding vocabulary teaching	24	26.7	30	33.3	18	20.0	18	20.0	2.3333
43	Lack of knowledge of vocabulary teaching techniques	48	53.3	42	46.7	–	–	–	–	1.4667
44	Lack of adequate resources such as AVMs (Audio Visual Materials)	24	26.7	24	26.7	36	40.0	6	6.7	2.2667
45	Student opinions and perceptions of vocabulary learning	12	13.3	24	26.7	36	40.0	18	20.0	2.6667
46	Diversity of students and their needs and interest in vocabulary learning		–	–	–	24	26.7	66	73.3	3.7333
47	Students’ lack of interest in learning vocabulary in the classroom	–	–	–	–	42	46.7	48	53.3	3.5333
48	The design of the teaching materials (textbook)	–	–	36	40.0	42	46.7	12	13.3	2.7333
49	Less skill and confidence of teachers in teaching vocabulary	12	13.3	12	13.3	30	33.3	36	40.0	3
	Grand mean									2.54

3.1.1. Analysis of classroom observation

In analyzing the relationships between teachers’ perceptions and their classroom practices in TVYLs, the results of observations that were corroborated by a questionnaire were presented with Pearson correlation coefficients. Classroom observation was conducted to cross-check whether teachers practice what they reported in the survey regarding TVYLs. To this end, it was conducted with four volunteer teachers using a checklist and field notes three times each, and the results of the observed cases were presented and analyzed in the table as follows.

Table 4 portrays the consecutive lesson delivery observations, which were conducted 12 times a month. Frequencies and percentages in the table denote the repetition of classrooms observed. As indicated above, there was almost a mismatch between what teachers perceived about TVYLs in the survey and their actual classroom practices. For instance, it was assured that most of the teaching and learning process of vocabulary was carried out using oral explanation, definition, and translation, followed by questioning and answering, which lies on the lecture method in which the teacher dominated all classroom procedures. In most classes, conducting vocabulary lessons in the mother tongue was frequently observed. Very few teachers, i.e. 3 (25.0%), used resources in the class and brought teaching aids to support the vocabulary, but the majority, i.e. 6 (50.0%) of them, did not use realia and other resources that can be easily accessible to teach vocabulary to pupils. It is surprising that using word or language games to teach vocabulary, which is one of the interesting methods in TVYLs, was not practiced in the classrooms. This infers that most of the teachers lack enough knowledge on the implementation of suitable strategies for TVYLs and that the teaching techniques employed to teach vocabulary in the classrooms did not promote pupils’ engagement. This means that there is less exposure for pupils to the TL vocabulary, which limits their opportunity to learn it.

Table 4. Results of classroom observation.

No	Focus Area and Activity	5 = Strongly Agree		4= Agree		3= Neutral		2 = Disagree		1 = Strongly Disagree
A	Child Task Orientation/Engagement	f	%	f	%	f	%	f	%	f	%	Mean value
1	Pupils appear fully engaged in learning vocabulary activities.	–	–	3	25.0	3	25.0	6	50.0	–	–	2.75
2	Children are active participants in the learning the lesson in the class.	–	–	3	25.0	3	25.0	6	50.0	–	–	2.75
3	Children are engaged with peers and/or materials.	–	–	–	–	3	25.0	6	50.0	3	25.0	2
4	Pupils’ attention to the lesson is evident	–	–	3	25.0	3	25.0	3	25.0	3	25.0	2.5
5	Child sharing of answers to vocabulary items is frequently observed.	–	–	3	25.0	3	25.0	3	25.0	3	25.0	2.5
B.	Support in Learning Activities	f	%	f	%	f	%	f	%	f	%
6	Lessons and materials are suitable for vocabulary task orientation.	–	–	3	25.0	6	50.0	3	25.0	–	–	3
7	Vocabulary teaching methods promote children’s engagement.	–	–	3	25.0	–	–	6	50.0	3	25.0	2.25
8	The teacher shows openness/responsiveness to active participation and student engagement in vocabulary learning.			–	–	3	25.0	6	50.0	3	25.0	2
9	Individual attention to children is evident.	–	–	3	25.0	6	50.0	–	–	3	25.0	2.75
10	Extra help is provided to children when needed in TVYLs	–	–	–	–	3	25.0	3	25.0	6	50.0	1.75
11	Activities provided consistently engage children’s vocabulary learning.	–	–	3	25.0	6	50.0	3	25.0	–	–	3
12	Varieties of activities are provided to raise pupils’ vocabulary learning.	–	–	3	25.0	6	50.0	3	25.0	–	–	3
13	There is a blend of teacher-directed and child-initiated activities.	–	–	3	25.0	6	50.0	3	25.0	–	–	3
14	Teaching vocabulary is supported with real-life objects to children			3	25.0	3	25.0	6	50.0	–	–	2.75
15	Frequent usage of teaching aid is evident while TVYLs or pupils	–	–	–	–	6	50.0	6	50.0	–	–	2.5
16	Student understanding and participation in the lesson are evident	–	–	3	25.0	3	25.0	6	50.0	–	–	2.75
17	Teachers’ support of the lesson with classroom resources is evident	–	–	–	–	3	25.0	3	25.0	6	50.0	1.75
18	Teachers’ usage of body language (miming, facial expressions, and gestures) to conduct vocabulary lesson is evident in TVYLs	–	–	2	17.0	5	41.5	5	41.5	–	–	2.75
19	Teachers’ usage of verbal explanation (analytical definition, putting words in defining context & translating into L1) is evident	6	50.0	3	25.0	3	25.0	–	–	–	–	4.25
20	Using dialogue and role-playing is evident in the classroom	–	–	3	25.0	6	50.0	3	25.0	–	–	3
21	Techniques like objects, pictures, etc., are frequently used to TVYLs	–	–	3	25.0	6	50.0	3	25.0	–	–	3
22	Translating words to L1 (mother tongue) is frequently conducted	6	50.0	3	25.0	3	25.0	–	–	–	–	4.25
23	Using word/language games to teach vocabulary is evident	–	–	–	–	6	50.0	3	25.0	3	25.0	2.25
24	using all senses by touching, seeing, hearing, and smelling collective (audial, visual, kinesthetic) is evident in the class	–	–	3	25.0	–	–	6	50.0	3	25.0	2.25
25	Questioning and answering on enjoying topics conducted by teachers	5	41.5	5	41.5	2	17.0	–	–	–	–	4.25
26	Teachers often use the dictionary to teach vocabulary in the class	–	–	6	50.0	6	50.0	–	–	–	–	3.5
27	Using synonyms and antonyms clues are evident regularly	–	–	–	–	2	17.0	5	41.5	5	41.5	1.75
28	Using objects in & around the classrooms environment is evident while teaching vocabulary	–	–	3	25.0	3	25.0	3	25.0	3	25.0	2.5
29	Teachers frequently draw objects on the board, flashcards, and charts to teach vocabulary	–	–	3	25.0	–	–	6	50.0	3	25.0	2.25
30	Teachers use different instructional methods to teach vocabulary	–	–	3	25.0	6	50.0	3	25.0	–	–	3
31	Teachers use TL to describe vocabulary in the classroom	–	–	3	25.0	3	25.0	3	25.0	3	25.0	2.5
32	Using Illustrations and Pictures in the class for children is evident	–	–	3	25.0	–	–	6	50.0	3	25.0	2.25
	Grand mean											2.72

Table 5 represents the mean data value calculated and computed in SPSS Version 22 from 49 items of questionnaires testing EFL teachers’ perceptions in TVYLs and 32 items of check lists of classroom observation that assure their classroom practice. As shown in Table 5, the value of the correlation coefficient is equal to -.053 (actually, this represents that there was an inverse correlation between variables). The strongest correlation is indicated by a correlation of -1 or 1. The strength of the relationship is indicated by the magnitude of the value regardless of the sign (+ or -), so a correlation of -.053 is equally inversely negative. Thus, the findings of the study showed that they have an insignificantly negative relationship, according to the data analysis in SPSS version 22.

Table 5. Results of Pearson correlations coefficients.

		perceptions of teachers’ in TVYLs	Teachers’ classroom practice	Std. Deviation	Mean	N
Perceptions of teachers’ in TVYLs	Pearson Correlation	1	−.053	1.05046	3.4095	49
	Sig. (2-tailed)		.772
	N	49	32
Teachers’ classroom practice	Pearson Correlation	−.053	1
	Sig. (2-tailed)	.772		.65719	2.7109	32
	N	32	32

a. Predictors: (Constant), Perception of teachers.

b. Dependent Variable: Classroom Practice.

3.1.2. Analysis of interview data

Four primary school EFL teachers—one male and three female—participated in one-on-one, semi-structured interviews to provide the information for this research. The teachers were chosen from three public elementary schools in Tercha city and its environs in the Dawro zone. One teacher is from Sore, two are from Addis Fana of the Tercha city administration, and the rest are from the Gena Woreda’s of Woldehane primary school. The selection of teachers was based on their volunteer and teaching experience. The interviews took place face-to-face at the teachers’ respective schools and lasted between 20 and 35 minutes. To ensure data validity and reliability, digital photos, audio recordings, and video footage were used to record and document the teachers’ responses while keeping them confidential. Each teacher was assigned a code: Teain1, Teain2, Teain3, and Teain4. The collected interview data was transcribed and edited. It was then classified into themes and tabulated for further analysis. The thematic analysis was conducted based on the research objectives, which focused on two main areas: a) teachers’ perceptions towards teaching vocabulary to young learners (TVYLs), and b) challenges teachers face when teaching vocabulary to young learners at the primary school level.

3.1.2.1. Analysis of teachers’ perceptions in TVYLs

To assess the teachers’ perceptions of TVYLs, the interview included the question, ‘What do you know about vocabulary teaching, and how do you teach it to the children?’ The responses to this question varied among the teachers, but overall, they demonstrated a good understanding of TVYLs. Three out of the four teachers mentioned that vocabulary teaching involves emphasizing the meaning of new words in different contexts. For example, Teain1 stated, ‘I know that teaching vocabulary means teaching new words’. ‘I find it easy to teach vocabulary in the class as part of the lesson, but making children understand difficult words is challenging’. Over all, the interview responses indicated that most teachers in the interviewed schools have a satisfactory awareness of TVYLs. However, there are variations in the implementation of vocabulary teaching in their classes, suggesting that vocabulary instruction may not receive adequate attention. Teachers tended to prioritize micro-skills and grammar over vocabulary, despite having some understanding of the vocabulary teaching process.

3.1.2.2. Analysis of challenges faced by teachers in TVYLs

The second theme of the interview focused on identifying the challenges that teachers face when teaching vocabulary to young learners (TVYLs). The teachers were asked the question, ‘What is the most challenging part of teaching vocabulary to children?’ Their responses revealed unique perspectives, indicating that the challenges encountered varied in different contexts. However, all four teachers highlighted large class sizes as the most significant problem they face in teaching vocabulary. For example, Teain3 mentioned, ‘I am unable to teach vocabulary interactively due to the large class size’. ‘A single class accommodates more than 70 students, making it difficult to follow and monitor their language learning progress’. Teain4 expressed, ‘I am challenged by the large class size and the linguistic competence of my students; they expect me to translate everything into their mother tongue’. Teain1 stated, ‘The major challenges include the large class size, students’ lack of prior knowledge in spelling, pronunciation, and word meanings, limited time to practice new words in the classroom due to extensive text content, and insufficient professional development for teachers’. These responses highlight the perceived challenges that hinder effective vocabulary teaching in lower grades. The teachers mentioned class size, a lack of in-service motivational training, and limited time as the most significant obstacles to teaching vocabulary to young learners. Consequently, suitable vocabulary teaching methods are rarely utilized in the classroom due to these challenges.

3.2. Discussions of the findings

The findings of the study were discussed in relation to the following three research objectives:

• 1. Examining teachers’ perceptions of teaching vocabulary to young learners:

The analysis of data collected from teacher questionnaires, interviews, and classroom observations regarding teachers’ perceptions of teaching vocabulary to fourth grade students revealed that the majority of EFL teachers held positive perceptions about teaching vocabulary to young learners. However, some teachers lacked awareness of the most effective mechanisms for teaching vocabulary. Despite their positive perceptions, there was a disparity between their perceptions and their actual classroom practices, as observed during classroom observation. This finding is consistent with the findings of Elhamdi and Hezam (2020) and Syed and Mohammad (2021), which suggest that teachers’ perceptions about language teaching and learning significantly influence their behavior in the classroom. Teachers’ teaching methods and educational policies are shaped by their perceptions, ultimately impacting student development.

• 2. Exploring the relationship between teachers’ perceptions and their classroom practices in teaching vocabulary to young learners:

Triangulated data from questionnaires, interviews, and classroom observations indicated that teachers’ perceptions of vocabulary teaching did not consistently align with their actual teaching practices. Although it is generally assumed that teachers with strong and positive perceptions of a subject perform better, this study revealed a mismatch between teachers’ reported perceptions and their instructional practices. Classroom observations confirmed that a large number of teachers spent minimal time teaching vocabulary in each lesson, and the majority did not prioritize vocabulary instruction due to the emphasis on exam-focused content. The inconsistency between teachers’ perceptions and practices can be attributed to contextual factors such as traditional examination systems, large class sizes, teachers’ beliefs about student and teacher roles, low student motivation, and limited experience in teaching vocabulary interactively. Consequently, teachers’ actions play a crucial role in influencing student learning. In relation to this, several studies have identified inconsistencies between teachers’ beliefs and their practices. For example, Kenyon and Sen (2015) examined the beliefs of three teachers and the implementation of CLT in Vietnam. The results showed that although these teachers expressed beliefs consistent with the principles of the CLT, they were unable to implement activities such as pair work, group work, and role play. Similarly, Gursoy (2011) studied five teachers who had been trained to implement the principles of CLT in Hong Kong secondary school classrooms. Ikhfi and Nargis (2017) reported that while these first-year teachers expressed their belief in communicative teaching methodology, practical considerations such as large classes, exam pressure, a lack of confidence in going beyond the textbook, discipline issues, and unmotivated students compelled them to deviate from CLT.

• 3. Identifying challenges faced by EFL teachers in TVYLs:

The study acknowledged various challenges encountered by teachers when teaching vocabulary to young learners in primary schools. The data analysis revealed that the most significant obstacles were large class sizes and a lack of teachers’ knowledge regarding effective vocabulary teaching techniques. Additionally, time constraints for integrating vocabulary practice with other language skills, inadequate professional development opportunities for teachers, and insufficient training in vocabulary teaching techniques and strategies were identified as major challenges. Limited access to resources, such as audiovisual materials (AVMs), further hindered the implementation of effective TVYLs. These findings align with previous research by Garton et al. (2011), Ikhfi and Nargis (2017), and Elhamdi and Hezam (2020), highlighting the common difficulties faced by English teachers in teaching vocabulary to students and the need for continuous creativity in classroom activities and techniques to maintain learner interest and motivation. The shortage of trained primary school English teachers, particularly in disadvantaged and rural areas, exacerbates the situation, as some teachers may lack proper training in teaching young learners, or TVYLs specifically.

4. Limitations and recommendations for further research

It is important to take into account the many limitations of this study when evaluating the results. First off, there were only 15 teachers from a single school in the sample district, which was small. Because of this, the results cannot be applied to a larger group of EFL teachers. Future research should use bigger sample sizes from various districts and educational environments. Furthermore, because most of the participants were male elementary school teachers, there was a lack of variety in the sample. Researchers should seek for more female educators and those working at different grade levels in order to increase representation.

An additional constraint pertains to the dependence on self-reported data obtained through surveys and interviews, which may be susceptible to subjectivity and bias. It is possible that participants gave answers that were socially acceptable but did not accurately represent their behavior. To supplement teachers’ self-reported perceptions, integrating observational methods could offer more objective insights. Observations do have certain limitations, though, as teachers may act differently when they are aware that they are being watched.

Additionally, although the study focused on a particular setting of early elementary EFL classrooms, the results are not as broadly applicable as they may be. Future research should duplicate this study in a variety of educational contexts and grade levels to increase its usefulness. Finally, it was not able to establish causal linkages or perform statistically significant comparisons because of the qualitative nature of this study. An experimental or quasi-experimental quantitative study could provide more control over variables and establish a direct correlation between particular components and results.

Triangulating data sources, enlarging sample sizes, improving representation, corroborating self-reports with observational data, reproducing across diverse contexts, and incorporating quantitative methods could help address some of the central limitations of this study. While no study is without limitations, researchers should seek to maximize generalizability, validity, reliability and objectivity.

Recognizing these limitations is essential to interpret the study’s findings appropriately and to guide future research in addressing these shortcomings for a more comprehensive understanding of the topic at hand.

5. Implications

Based on the results of the present study, it was found that teaching vocabulary to children is not easy. Therefore, teachers need to find an appropriate technique to teach students based on their needs, interests, and characteristics as young learners. In addition, teachers need to be given more autonomy to apply the strategies they find most useful for effective learning with their learners. Continuing education courses for teachers must be taken regularly. The establishment of a resource center on institutional premises with the latest materials and the availability of experienced teachers to guide the younger group should be encouraged. Colleagues should be encouraged to observe and help their colleagues close the loopholes. Innovation and creativity should be rewarded and encouraged by teachers. For further study, the researchers suggest that future studies should be conducted on the same topic but more to explore the relationships between teacher perceptions and classroom practices when teaching vocabulary at different levels in the EFL context. Further studies are also suggested to focus on the student side rather than the teacher side.

6. Conclusion

It is important to recognize the implications of teachers’ awareness in their teaching practice and their relationships in promoting effective vocabulary teaching. Similarly, it is important to consider the role of vocabulary when teaching EFL, as it is one of the basic frameworks of the language that students are designed to learn from the very beginning. Therefore, the present study attempted to investigate the relationship between teachers’ perceptions and their classroom practices when teaching English vocabulary to young learners at the elementary level in selected primary schools in Dawro Zone, Tercha City, and its surroundings in SWRS, Ethiopia. The conclusion comes from the findings and discussions. The results showed that the majority of teachers supported ideas for TVYLs; however, there is a discrepancy between their perceptions and their teaching practices. The major factors affecting vocabulary teaching were large classrooms, teachers’ lack of knowledge of the techniques used to teach vocabulary, teachers’ lack of professional development experience in their teaching profession, and lack of time to learn vocabulary through integration with others to practice language skills.

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.