Assessment of Active Learning Methods in Linguistic Courses: Ambo University in Focus, Ethiopia

Samuel Leykun

doi:doi:10.11648/j.ijll.20190706.23

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Assessment of Active Learning Methods in Linguistic Courses: Ambo University in Focus, Ethiopia

Samuel Leykun

Published in International Journal of Language and Linguistics (Volume 7, Issue 6)

Received: 21 August 2019 Accepted: 24 October 2019 Published: 6 December 2019

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Abstract

This study attempts to explore learning style in Linguistic courses in which learners respond to and use different kinds of stimuli in their learning. Unlike other discipline, in linguistics learning is a development process in which learners use their existing knowledge to make sense of the flow of new information. The objectives of this study were Investigate both students’ and teachers’ feelings towards active learning methods, explore factors that hinder the application of ALMs in Language classes, identify the prevalent practices, opportunities and threats of ALMs Language classes, and seek remedial solutions for the identified problems in linguistics courses. The research design of this study was qualitative and quantitative. To collect the important information for the research the researcher was used the instruments such as questionnaire, and systematic observation. To mention some the findings most of the instructors used different active learning methods specially group discussion, class discussion, and presentation to deliver their lesson in linguistic courses. In addition, there are teachers who used Bus Stop, Gallery, Individual work and Gold Fish Bowl methods in addition to the above four stated methods of teaching to deliver their lesson as needed. Lack of willingness and commitment from teachers and students, Most students’ negative attitude towards ALMs, Large class size, Lack of resources and facilities, Students’ poor academic background, and the influence of old method of teaching. The university should prepare different workshop to develop the knowledge of teachers and students on ALMs in general and linguistic courses in particular.

Published in	International Journal of Language and Linguistics (Volume 7, Issue 6)
DOI	10.11648/j.ijll.20190706.23
Page(s)	345-350
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Active Learning Methods, Education, Linguistic

References

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[10]	Bllis, R. The study of second Language Acquisition, Oxford: Oxford: Oxford University Pres. (1994).
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[14]	Gardner, C. what correction Techniques do learners like which are the most effective? In Hill, J. et al (eds). Effective teaching and learning. Modern English publications. (1990).
[15]	Getnet T. The Responding Behavior of Sophomore English Instructors of Addis Ababa University to students’ Writing: Unpublished MA. Thesis: Addis Ababa University. (1994).
[16]	Italo, B. A comparison of the Effectiveness of Teachers versus peer Feedback on AAU students’ Writing Revisions: Unpublished Doctoral Dissertation. (1999).
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APA Style

Samuel Leykun. (2019). Assessment of Active Learning Methods in Linguistic Courses: Ambo University in Focus, Ethiopia. International Journal of Language and Linguistics, 7(6), 345-350. https://doi.org/10.11648/j.ijll.20190706.23

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Samuel Leykun. Assessment of Active Learning Methods in Linguistic Courses: Ambo University in Focus, Ethiopia. Int. J. Lang. Linguist. 2019, 7(6), 345-350. doi: 10.11648/j.ijll.20190706.23

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AMA Style

Samuel Leykun. Assessment of Active Learning Methods in Linguistic Courses: Ambo University in Focus, Ethiopia. Int J Lang Linguist. 2019;7(6):345-350. doi: 10.11648/j.ijll.20190706.23

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@article{10.11648/j.ijll.20190706.23,
  author = {Samuel Leykun},
  title = {Assessment of Active Learning Methods in Linguistic Courses: Ambo University in Focus, Ethiopia},
  journal = {International Journal of Language and Linguistics},
  volume = {7},
  number = {6},
  pages = {345-350},
  doi = {10.11648/j.ijll.20190706.23},
  url = {https://doi.org/10.11648/j.ijll.20190706.23},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20190706.23},
  abstract = {This study attempts to explore learning style in Linguistic courses in which learners respond to and use different kinds of stimuli in their learning. Unlike other discipline, in linguistics learning is a development process in which learners use their existing knowledge to make sense of the flow of new information. The objectives of this study were Investigate both students’ and teachers’ feelings towards active learning methods, explore factors that hinder the application of ALMs in Language classes, identify the prevalent practices, opportunities and threats of ALMs Language classes, and seek remedial solutions for the identified problems in linguistics courses. The research design of this study was qualitative and quantitative. To collect the important information for the research the researcher was used the instruments such as questionnaire, and systematic observation. To mention some the findings most of the instructors used different active learning methods specially group discussion, class discussion, and presentation to deliver their lesson in linguistic courses. In addition, there are teachers who used Bus Stop, Gallery, Individual work and Gold Fish Bowl methods in addition to the above four stated methods of teaching to deliver their lesson as needed. Lack of willingness and commitment from teachers and students, Most students’ negative attitude towards ALMs, Large class size, Lack of resources and facilities, Students’ poor academic background, and the influence of old method of teaching. The university should prepare different workshop to develop the knowledge of teachers and students on ALMs in general and linguistic courses in particular.},
 year = {2019}
}

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TY  - JOUR
T1  - Assessment of Active Learning Methods in Linguistic Courses: Ambo University in Focus, Ethiopia
AU  - Samuel Leykun
Y1  - 2019/12/06
PY  - 2019
N1  - https://doi.org/10.11648/j.ijll.20190706.23
DO  - 10.11648/j.ijll.20190706.23
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 345
EP  - 350
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20190706.23
AB  - This study attempts to explore learning style in Linguistic courses in which learners respond to and use different kinds of stimuli in their learning. Unlike other discipline, in linguistics learning is a development process in which learners use their existing knowledge to make sense of the flow of new information. The objectives of this study were Investigate both students’ and teachers’ feelings towards active learning methods, explore factors that hinder the application of ALMs in Language classes, identify the prevalent practices, opportunities and threats of ALMs Language classes, and seek remedial solutions for the identified problems in linguistics courses. The research design of this study was qualitative and quantitative. To collect the important information for the research the researcher was used the instruments such as questionnaire, and systematic observation. To mention some the findings most of the instructors used different active learning methods specially group discussion, class discussion, and presentation to deliver their lesson in linguistic courses. In addition, there are teachers who used Bus Stop, Gallery, Individual work and Gold Fish Bowl methods in addition to the above four stated methods of teaching to deliver their lesson as needed. Lack of willingness and commitment from teachers and students, Most students’ negative attitude towards ALMs, Large class size, Lack of resources and facilities, Students’ poor academic background, and the influence of old method of teaching. The university should prepare different workshop to develop the knowledge of teachers and students on ALMs in general and linguistic courses in particular.
VL  - 7
IS  - 6
ER  -

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Author Information

Samuel Leykun

Department of Linguistics, Ambo University, Ambo, Ethiopia

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Plain Text BibTeX RIS

APA Style

Samuel Leykun. (2019). Assessment of Active Learning Methods in Linguistic Courses: Ambo University in Focus, Ethiopia. International Journal of Language and Linguistics, 7(6), 345-350. https://doi.org/10.11648/j.ijll.20190706.23

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ACS Style

Samuel Leykun. Assessment of Active Learning Methods in Linguistic Courses: Ambo University in Focus, Ethiopia. Int. J. Lang. Linguist. 2019, 7(6), 345-350. doi: 10.11648/j.ijll.20190706.23

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AMA Style

Samuel Leykun. Assessment of Active Learning Methods in Linguistic Courses: Ambo University in Focus, Ethiopia. Int J Lang Linguist. 2019;7(6):345-350. doi: 10.11648/j.ijll.20190706.23

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@article{10.11648/j.ijll.20190706.23,
  author = {Samuel Leykun},
  title = {Assessment of Active Learning Methods in Linguistic Courses: Ambo University in Focus, Ethiopia},
  journal = {International Journal of Language and Linguistics},
  volume = {7},
  number = {6},
  pages = {345-350},
  doi = {10.11648/j.ijll.20190706.23},
  url = {https://doi.org/10.11648/j.ijll.20190706.23},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20190706.23},
  abstract = {This study attempts to explore learning style in Linguistic courses in which learners respond to and use different kinds of stimuli in their learning. Unlike other discipline, in linguistics learning is a development process in which learners use their existing knowledge to make sense of the flow of new information. The objectives of this study were Investigate both students’ and teachers’ feelings towards active learning methods, explore factors that hinder the application of ALMs in Language classes, identify the prevalent practices, opportunities and threats of ALMs Language classes, and seek remedial solutions for the identified problems in linguistics courses. The research design of this study was qualitative and quantitative. To collect the important information for the research the researcher was used the instruments such as questionnaire, and systematic observation. To mention some the findings most of the instructors used different active learning methods specially group discussion, class discussion, and presentation to deliver their lesson in linguistic courses. In addition, there are teachers who used Bus Stop, Gallery, Individual work and Gold Fish Bowl methods in addition to the above four stated methods of teaching to deliver their lesson as needed. Lack of willingness and commitment from teachers and students, Most students’ negative attitude towards ALMs, Large class size, Lack of resources and facilities, Students’ poor academic background, and the influence of old method of teaching. The university should prepare different workshop to develop the knowledge of teachers and students on ALMs in general and linguistic courses in particular.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Assessment of Active Learning Methods in Linguistic Courses: Ambo University in Focus, Ethiopia
AU  - Samuel Leykun
Y1  - 2019/12/06
PY  - 2019
N1  - https://doi.org/10.11648/j.ijll.20190706.23
DO  - 10.11648/j.ijll.20190706.23
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 345
EP  - 350
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20190706.23
AB  - This study attempts to explore learning style in Linguistic courses in which learners respond to and use different kinds of stimuli in their learning. Unlike other discipline, in linguistics learning is a development process in which learners use their existing knowledge to make sense of the flow of new information. The objectives of this study were Investigate both students’ and teachers’ feelings towards active learning methods, explore factors that hinder the application of ALMs in Language classes, identify the prevalent practices, opportunities and threats of ALMs Language classes, and seek remedial solutions for the identified problems in linguistics courses. The research design of this study was qualitative and quantitative. To collect the important information for the research the researcher was used the instruments such as questionnaire, and systematic observation. To mention some the findings most of the instructors used different active learning methods specially group discussion, class discussion, and presentation to deliver their lesson in linguistic courses. In addition, there are teachers who used Bus Stop, Gallery, Individual work and Gold Fish Bowl methods in addition to the above four stated methods of teaching to deliver their lesson as needed. Lack of willingness and commitment from teachers and students, Most students’ negative attitude towards ALMs, Large class size, Lack of resources and facilities, Students’ poor academic background, and the influence of old method of teaching. The university should prepare different workshop to develop the knowledge of teachers and students on ALMs in general and linguistic courses in particular.
VL  - 7
IS  - 6
ER  -

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