The practice of contextualizing English language activities to enhance students’ learning: the case of technology villages at Hawassa University

Abstract

The primary objective of this research was to investigate how English language teachers contextualized English language activities to align with their students’ real-life situations. The study sought to answer key questions about how classroom teachers adapted activities from English language textbooks to their students’ contexts and identified the factors hindering such contextualization. To achieve these objectives and address the research questions, a mixed-methods approach was employed. Data were collected from English language teachers and their students using questionnaires, semi-structured interviews, and focus group discussions. The findings revealed that teachers’ practices in contextualizing activities were weak. Teachers often used textbook activities without modifications, did not prepare diverse instructional materials, and failed to employ varied instructional strategies in their lessons. Additionally, student grouping methods were problematic, and teachers provided insufficient and unvaried time for students to complete activities. Teachers cited several challenges hindering their ability to contextualize activities effectively. This includes time constraints, lack of knowledge, large class sizes, and insufficient professional support. Based on these findings, recommendations for improvement were proposed for English teachers to align classroom activities with students’ real life situations.