Strengths, Weaknesses and Factors that Hinder the Implementation and Practice of the EFL Aural_Oral Courses in the Harmonized Modular Curriculum: Wollega University in Focus, Ethiopia

Abstract

This research article is aimed at evaluating and assessing the strengths, weaknesses, and problems encountered during the EFL Aural-Oral course of the under-graduate level while the courses were implemented by teachers and practiced by students. The data were collected using interview questions for a teacher and a student, through classroom observation checklist and document analysis evaluation models. Since course evaluation is believed to help educators to select, use and exploit appropriate course materials, assessment of strengths, weaknesses, and problems encountered during implementation practice of the courses and evaluation of course materials is paramount importance. Moreover, it is known so far that course evaluation enables to predict or assess the strengths and weaknesses of curricula, course materials, teaching methods, and teachers' and learners' performances. As to make the evaluation process easier and systematic, checklist (classroom observation checklist and document analysis checklist) evaluation method was adopted by borrowing items from quite different evaluation instruments summarized and developed by Rathy's Model; Tyler's Model, CCIP Model, Stake's Model,  Scriven's  Model, Krikpatrick's Model, Cunningsworth's  Model, and Nunan's Model.

The results revealed that the problems and weaknesses encountered in the EFL Aural-Oral course implementation and practice processes resulted from the lack of inadequacy of learning materials and resources, the course-book, improper assignment of learners i.e. assigning students without their interest and primary choice to the English language department. It was also known that though the EFL Aural-Oral courses mode of delivery was mostly student-centered, audio-visual or teaching aid materials and authentic materials were not sufficiently used. And Aural-Oral course books/text-books, audio-visual materials, authentic materials (recordings of speeches & selected public speeches), teacher's guide, and a qualified English language laboratory technician were not available. Moreover, the teacher prepared handout didn't include active learning method activities and language gaps activities.