TEACHERS’ AUTONOMY, CONCEPTUAL AWARENESS, AND PRACTICE OF USING AUTHNTIC MATERIALS FOR TEACHING VOCABULRY IN ENGLISH CLASSES: THE CASE OF THREE SECONDARY SCHOOLS

Abstract

The purpose of this study was to investigate teachers’ autonomy, conceptual awareness and the extent to which they practice the use of authentic materials in three secondary schools of Eastern Arsi zone of Oromia region. In order to achieve this purpose, a descriptive survey design was employed along with quantitative and qualitative research approaches. With this respect, English teachers were the sources of data for the study. The data gathering instruments were questionnaires, interview and classroom observation. The questionnaires were distributed to 20 teachers to gather information about their conceptual awareness, autonomy and the extent to which they practice AMs in teaching vocabulary. In addition, an interview was made with five English teachers to check their conceptual awareness, autonomy and the extent to which they practice AMS. Furthermore, observation was made in five sections of grade nine whether teachers use AMs or not. The data obtained through questionnaires were analyzed quantitatively and interpreted in light of available literature whereas the information obtained through interview and observation were qualitatively described to supplement the quantitative data. The results of this study revealed that majority of the teachers’ had the conceptual awareness of AMs but their autonomy to use these materials was weak. In addition, the extent to which they practicethe use of use authentic materials for teaching vocabulary was very low. Finally, based on the findings, some major recommendations that can have positive effect on improving the the autonomy and the practice of using AMswere formulated.