Secondary School English Language Teachers' Perceptions of Multi-grade Teaching Strategies

Abate Demissie Gedamu
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Abstract

Now a day every classroom is composed of multi-level students in terms of language proficiency level. To this effect, this study examined secondary school English language teachers' perceived multi-grade teaching strategies. An analytical survey research design was adopted as the nature of the study was hypothesis testing. 65 EFL teachers were selected from five secondary schools in the Gamo Zone through a systematic random sampling technique. A questionnaire was used to collect data from the teachers on their perceived multi-grade teaching strategies. A one-sample t-test, a one-way ANOVA test, and Tukey post hoc analysis were used to analyze the data. The study concluded that the English language teachers have had an above-middling understanding of multi-grade teaching strategy in general although their perceptions varied differentially across the subscales. Based on the findings, the local education bureau has been recommended to organize an intervention to build the teachers’ multi-grade pedagogical capacity to address all students. Keywords: language proficiency level, multi-grade, multi-grade teaching strategies, perception
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中学英语教师对多级教学策略的认知
现在每天每个教室都是由语言水平不同的学生组成的。为此,本研究考察了中学英语教师感知的多年级教学策略。由于研究的性质是假设检验,因此采用了分析性调查研究设计。通过系统随机抽样的方法,从加莫地区的五所中学中选出65名英语教师。采用问卷调查的方式,收集教师对多年级教学策略的认知数据。采用单样本t检验、单因素方差分析和Tukey事后分析对数据进行分析。研究表明,英语教师对多年级教学策略的理解总体上处于中等偏上水平,但在各子量表上的认知存在差异。根据调查结果,建议当地教育局组织干预,以建立教师的多年级教学能力,以满足所有学生的需求。 关键词:语言水平,多年级,多年级教学策略,感知
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