Assessing EFL Teachers’ Perception, Practices, and Challenges of Using Visual Aids in EFL Speaking Skills Lessons: Primary schools located in Azezo sub-city in focus

Abstract

The main purpose of this study was to assess EFL teachers’ perceptions, practices, and challenges of visual teaching aids in speaking lesson skills. Data were gathered from all English language teachers of grade 4 of the four schools and 145 grade 4 students. Six administrative bodies from all schools were also subjects of the study. Data gathering tools were classroom observation, students’ questionnaires, and semi-structured interviews that are for EFL teachers and administrative bodies. The data of the main study which were collected through the students’ questionnaire were analyzed quantitatively using SPSS statistical packages. (Percentage, mean and standard deviation), those data which were gathered through classroom observation and semi-structured interviews were analyzed qualitatively. The results of the analysis revealed that the EFL teachers’ perception about the benefit of visual teaching aids is positive, but their actual practice of visual teaching aids in classrooms is very low. According to the information that was obtained through the interviews of EFL teachers and administrative bodies, there were challenges that hinder teachers from using visual teaching aids. I.e. there is no suitable condition for teachers to use visual teaching aids in that there are no resource centers with sufficient visual teaching aids for speaking teaching purposes. As it was assessed by the classroom observation both the teachers and students didn’t use the target language, rather they communicate in their mother tongue. And also teachers didn’t implement visual aids in speaking skills lessons. To overcome this problem, the concerned administrative bodies should be responsible to facilitate resource centers with sufficient budget and appropriate visual teaching. EFL teachers should have a great passion to use visual aids in speaking lessons. They should also update The main purpose of this study was to assess EFL teachers’ perceptions, practices, and challenges of visual teaching aids in speaking lesson skills. Data were gathered from all English language teachers of grade 4 of the four schools and 145 grade 4 students. Six administrative bodies from all schools were also subjects of the study. Data gathering tools were classroom observation, students’ questionnaires, and semi-structured interviews that are for EFL teachers and administrative bodies. The data of the main study which were collected through the students’ questionnaire were analyzed quantitatively using SPSS statistical packages. (Percentage, mean and standard deviation), those data which were gathered through classroom observation and semi-structured interviews were analyzed qualitatively. The results of the analysis revealed that the EFL teachers’ perception about the benefit of visual teaching aids is positive, but their actual practice of visual teaching aids in classrooms is very low. According to the information that was obtained through the interviews of EFL teachers and administrative bodies, there were challenges that hinder teachers from using visual teaching aids. I.e. there is no suitable condition for teachers to use visual teaching aids in that there are no resource centers with sufficient visual teaching aids for speaking teaching purposes. As it was assessed by the classroom observation both the teachers and students didn’t use the target language, rather they communicate in their mother tongue. And also teachers didn’t implement visual aids in speaking skills lessons. To overcome this problem, the concerned administrative bodies should be responsible to facilitate resource centers with sufficient budget and appropriate visual teaching. EFL teachers should have a great passion to use visual aids in speaking lessons. They should also update themselves to be a role model to their students.