English Language Teachers’ Cognitions and Practices of Social Constructivist Pedagogic Principles: Grade 12 Preparatory Schools English Classes in Focus

Abstract

The objective of the study was to investigateEFL teachers’cognitions’and practices of social constructivist principles for students’ better English language achievement.To do so, 13 secondary schools from East Wollega Zone and Nekemte administrative town were selected randomly. Descriptive research design with mixed method research was used as the study contained both quantitative and qualitative data. Questionnaire, observation and focus group discussion were used to collect data. Quantitative data were analyzed by using SPSS version 20, and qualitative data were analyzed qualitatively in which narrations of the findings were applied. The findings depicted that teachers had awareness about the social constructivist principles and viewed the importance of the principles. However, their practice of the principles was relatively low indicating that teachers had favorable cognition to the principles and could not practice the principles as per the contents curriculum because of many factors. Some among other core problems respondent teachers listed were:limited background knowledge of the students, the complex nature of contents to comprehend, students brought up to upper grade levels without developing the habit of naturalizing English language construction practices, lack of habit of doing in group aimed at cooperation rather than waiting for teachers’ presentation, bulky contents of the textbook, and many more reasons were listed. Regarding cognition differences in teaching experience, there were mean differences among teachers in their cognition of SCP, but the differences were not statistically significant. Based on these findings, it was inferred that the curriculum was designed without feasibility investigation and hence it could not be implemented as intended to bear effect on students’ English language achievement. Therefore, concerned bodies should revisit the curriculum.