Descriptive Study of the Effect of ELIP as In-Service Training for English Language Teachers' Performance at Second Cycle Primary Schools with Particular Reference to Hibret and Mendera Schools in the City of Jimma

Abstract

The objective of this research was to examine the effect of ELIP as in-service training on second cycle primary school teachers' English language performance. This research was conducted in Hibret and Mendera, governmental primary schools in the city of Jimma, Oromia region. The data for the research were collected through classroom observation, interview and Focus group discussions. Classroom observation checklist was prepared based on ELIP training objectives and ten teachers from both the schools were observed twice on their lesson planning, classroom techniques, language command and resources, classroom Management, and classroom evaluation. An interview guide was prepared based on the objectives of ELIP for teachers, directors and supervisors and administered to them. Finally, discussion was made with all the concerned bodies-ten teachers, two directors, two supervisors and twenty students from all the ten sections. The results of the research shows that English language proficiency of primary school teachers has improved with the ELIP trainings they have taken. Their self confidence in using English both inside and outside the classroom has also enhanced. On the other hand, although all the teachers were aware of what learner centred approach is, learner centred methods of teaching was not practically put into effect in the classrooms the researcher has observed, and there was no support and follow up from the concerned bodies. The other problem was the use of first language by students during group and pair discussions. Finally, recommendations like establishing English clubs, follow up and support for teachers on learner centred methods, and motivating learners to use target language during discussions were suggested by the researcher.