The Practice Of Language Games In The First Cycle Efl Classrooms The Case Of Hawssa Kindane Mihiret School (snnpr

This study was conducted to find out whether or not language games were being used in firstrncycle classrooms. It was concerned with identifying what hinders teachers from practicingrnlanguage games in their English language classes. It also investigated what the attitudes ofrnteachers towards language teaching games are, evaluated if teachers have awareness about whyrnand how they should use games to teach English language and explored if they have been givenrntrainings on the use of language games.rnTo achieve the desired objectives, the researcher employed availability sampling technique. Thernstudy was conducted in the school called Kidanemihiret which is located in Hawassa town. Thernstudy was conducted on English teachers of the school who were teaching grade one to gradernfour. The two important tools which were employed in the study to collect the data needed for itrnwere classroom observation and teachers‟ interview. The main data collecting tool wasrnobservation and the interview was conducted with teachers based on what the researcherrnobserved during the observation days. The students were not given a questionnaire and they werernnot interviewed for the study because they were too young and the researcher had a fear that itrnwould be difficult for them to understand and answer the questions. The reason for choosingrnthese grade levels was that most of language problems start at the early age and in elementaryrnschools and if we find out what are the problems that are keeping teachers from using languagerngames, measures can be taken at least to lower the problems starting from the lower gradernlevels. The data that are gathered through the classroom observation and teachers interview werernqualitative in their nature.rnIn the qualitative data analysis, first, the response for the questions from the interview wererntranscribed and coded. Then, the results were discussed and analyzed according to similarity ofrnresponses. The observation was analyzed in a table that shows how many times the three teachersrnused language games and the type of games that were used during the observation time. Finally,rnthe qualitative data collected through interview and observations were presented in tables andrndescriptive statements.rnAfter the data were analyzed to find out what the hindrances that are preventing teachers fromrnusing language games are, the researcher found out that the most preventive factor was lack ofrntraining. There are also some other hindering factors like lack of material support from thernschool administrators, negative attitudes of the parents of the students and the directors, lack ofrnawareness on behalf of the school administrators and also the teachers which is caused as a resultrnof lack of trainings.rnAfter finding out the preventive factors, the researcher suggested some recommendations for allrnthe concerned bodies so that they can work towards the minimization of the problems and torncreate positive atmosphere for the teachers to use language games so that they can improvernlanguage problems students‟ face.

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