INVESTIGATING FACTORS AFFECTING LEARNER-CENTERED TEACHING APPROACH IN ENGLISH CLASSROOM: THE CASE OF GRADE 10 STUDENTS AT FONKO AND ACHAMO SECONDARY AND PREPARATORY SCHOOLS IN HADIYA ZONE, SNNPRS.

Abstract

The main purpose of this study was to investigate factors affecting learner centered teaching approach in EFL classes in Grade 10 classrooms of Fonko and Achamo Secondary and Preparatory Schools. A seventy two grade 10 learners and six English teachers were selected from both schools through a random sampling and purposive sampling methods respectively. To collect the necessary data the researcher applied three data gathering tools such as, questionnaire, classroom observation and interview for teachers and learners. The researcher used mixed research design to conduct the study. Quantitative and qualitative methods were employed to generate data. The above mentioned instruments were analyzed using numerically( percentage) and thematically, and presented in narrative form. The result of the study indicates that low learners' motivation in EFL classes, dominance of clever learners, teachers and learners tendency to the lecture, lack of learners' interest, lack of teachers' interest to promote LCTA, time consuming, learners feel fear and anxiety, lack of instructional materials, unavailability of resources, lack of continuous assessments, are found to be major factors that affect negatively the LCTA in EFL classes. Finally, based on the major findings recommendations were reflected to minimize factors affected and maximize the learner centered teaching in the EFL classes.