Helate Teferi Hatuye, Metaferia Tekle Ferede, Gezahegn Tesfaye Habtemariam
Department of English Language and Literature, Arba Minch University, Ethiopia.
Department of English Language and Literature, Jimma University, Ethiopia.
Heliyon. 2022 Oct 6;8(10):e10900. doi: 10.1016/j.heliyon.2022.e10900. eCollection 2022 Oct.
Experiential learning is an assertion in the professional development of teachers. However, there is a scarcity of studies exploring experiential learning from the integrative perspectives in the English as a Foreign Language (EFL) context and at the level of a primary school. This study, therefore, aimed to assess primary school EFL teachers' engagement in experiential learning from these perspectives. A concurrent mixed research design was adopted to explore the cases. 186 teachers were selected for the questionnaire while eight teachers were selected for interviews. Questionnaires, document analysis, and interviews were used to collect data. The data were analyzed both quantitatively and qualitatively. The results indicated that most primary school English language teachers were mostly engaged in professional learning and development activities. Besides, they applied cognitive experiential learning strategies and preferred diverger experiential learning styles dominantly. These findings indicate a deviation from the scope, focus, and major aims of experiential learning and constructivist premises. As a result, the study suggested that the teacher development programs for primary school teachers in the EFL context should incorporate activities that lead to the self-directed and autonomous learning of teachers.
体验式学习是教师专业发展中的一种主张。然而，在小学层面的外语教学（EFL）背景下，从综合视角探索体验式学习的研究却很匮乏。因此，本研究旨在从这些视角评估小学外语教师参与体验式学习的情况。本研究采用了同步混合研究设计来探究这些案例。选取了186名教师进行问卷调查，同时选取了8名教师进行访谈。通过问卷、文献分析和访谈来收集数据。对数据进行了定量和定性分析。结果表明，大多数小学英语教师大多参与专业学习和发展活动。此外，他们应用认知体验式学习策略，并且主要偏好发散型体验式学习风格。这些发现表明与体验式学习的范围、重点和主要目标以及建构主义前提存在偏差。因此，该研究建议，在外语教学背景下针对小学教师的教师发展项目应纳入能促使教师进行自主学习的活动。
