TEACHER'S PERCEPTIONS, PRACTICES AND CHALLENGES IN IMPLEMENTATION OF ACTIVE LEARNING IN EFL CLASSROOM IN JUNIOR SECONDARY SCHOOL GRADE 7: IN THE CASE OF DILLA ZURIA WOREDA, WONAGO TOWN AND WONAGO WOREDA SELECTED PRIMARY SCHOOLS

ABSTRACT: The main purpose of this study was an evaluation of teacher’s the perceptions, practices and challenges in implementation of active learning in EFL classroom in junior secondary school grade 7: In the case of Gedeo Zone Selected Primary Schools. To achieve this purpose, three research questions were formulated. Descriptive research design was employed because the study was case research. Both quantitative and qualitative research methods were employed in the study because the data which was collected in questionnaire (close-ended questions) was analyzed in quantitative and which was collected in questionnaire (open-ended questions), interview, observation and textbook evaluation was discussed in a paragraph, and four different data gathering tools were designed: questionnaire, interview, observation and textbook evaluation, and then the data were collected from participant. The data which had been gathered in different tools was discussed in table by stating in number and percentage, and it was discussed in written. The data had been collected in different tools analyzed and interpreted; it was listed in table in number and percentage which had been collected in close-ended questions of questionnaire, and the data was discussed in written which had been collected in open-ended evaluation was questions in questionnaire, interview, observation and textbook evaluation. Based on the data analysis and interpretation, the summary, finding, conclusion and recommendation were forwarded. Finally, the finding of the study indicated that teachers had positive perception in the active learning but it was not enough as the active learning EFL classroom facilitator of instruction, teachers were practicing the active learning strategies to in ELT classroom; but their practice were highly focused on speaking and listening skills, and their practice was unsatisfactory in other skills and areas., and different challenges affected the implementation of active learning in the EFL classroom from different sides; student related: lack of interest, base in lower grade and so on, teacher related: less preparation, less professional performance in active learning and so on, other: shortage of textbook, classroom facilities, reference books, content, illustration and activities imbalance in the textbook because they haven’t been designed by considering the balance between language skills and areas.