Evaluating the Practices of Running the MA in Teaching English as a Foreign Language (TEFL) Program in Government Public Universities of South Nation, Nationalities and Peoples Regional State (SNNPRS) of Ethiopia: The Case of Three Universities in the Regional State

Abstract

The objective of this study was to evaluate the practices of running the MA in Teaching English as a Foreign Language (TEFL) program in government public universities of South Nations, Nationalities and Peoples Regional State (SNNPRS) of Ethiopia. To that end, three universities in the regional state were purposely selected as research sites. Questionnaires, interviews and resource center and thesis defense sessions’ observations were used for gathering relevant data. Experienced TEFL instructors, MA TEFL prospective graduates, English Language and Literature Department heads and TEFL postgraduate coordinators were respondents in the study. Then the data gathered were analyzed using both quantitative and qualitative methods. The findings of the analysis indicate that the departments in the universities face several constraints in the practices of running the program and graduating highly qualified professionals in the field. According to the findings of the study, lack of basic knowledge and skills in the students to pursue the program effectively and lack of effort to develop their knowledge and skills in the area are the major constraints. In addition, lack of facilities and materials, lack of emphasis to quality rather than quantity, lack of commitment in some instructors and shortage of instructors in some universities are constraints that hamper the practices of effectively running the program and producing MA TEFL professionals at the aspired standard.