Mixed-methods research
Solomon Woldetensay Shifaw; Berhanu Bogale Haile
Abstract
The study investigates EFL teachers’ beliefs and the instructional challenges of teaching mixed-ability classrooms. The study employed a descriptive survey research design along with a mixed-methods approach. Using the availability sampling technique, 44 EFL teachers from three secondary schools ...
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The study investigates EFL teachers’ beliefs and the instructional challenges of teaching mixed-ability classrooms. The study employed a descriptive survey research design along with a mixed-methods approach. Using the availability sampling technique, 44 EFL teachers from three secondary schools were selected and filled out questionnaires. Using convenience sampling technique 4 EFL teachers have been chosen and interviewed. The quantitative data were analyzed using descriptive statistics. The qualitative data were open-coded, and categorized into themes. Accordingly, the study revealed that the participants had minimal knowledge of strategies to manage mixed-ability classes. Besides, most participants believe in using a whole-class teaching approach rather than helping weaker students in mixed-ability classes.Regarding material issues, the participants believe in using textbooks as the only resource to teach mixed-ability classrooms. Consequently, EFL teachers did not believe in preparing contingency plans, alternative activities, worksheets, authentic materials, and a menu of work for mixed-ability students. With varying degrees of seriousness, EFL teachers' instructional challenges were teaching and learning, motivation, and interest, followed by material, classroom management, and participation. Moreover, the results exhibited that the participants encountered instructional challenges such as students’ procrastination, inaccessibility of authentic materials, time constraints, and lack of commitment to support weaker students. The study results imply that EFL teachers need to develop a positive attitude toward teaching mixed-ability classes. The study also highlights the necessity of professional development opportunities for English teachers to enhance their pedagogical as well as psychological readiness to teach mixed-ability classrooms efficiently.
