Title: The Practices of Teaching Reading Skills in English as Foreign Language Classes of Secondary Schools
Authors: Ermias Mulatu Tessema and Taye Regassa Seda(Ph.D.)
Volume: 6
Issue: 2
Pages: 114-122
Publication Date: 2022/02/28
Abstract:
: The study investigated the practices of teaching reading skills of grade nine English as a Foreign Language (EFL) classes of government secondary schools in Addis Ababa, Ethiopia. To meet this purpose, a descriptive research design and mixed data analysis methods were employed. Out of 810 total student population and 11English teachers, 50% of the students i.e. 405 of them and 8 teachers were selected using lottery and available sampling methods respectively. Data from the observation and interview were analyzed qualitatively. On the other hand, the students' questionnaire was analyzed quantitatively using frequency, percentages, and mean. The findings revealed that teachers did not teach and follow the suggested teaching techniques and procedures i.e. the three phases of teaching reading. Letting good reader students read as a model, immediate articulation error correction of words, and translating reading passages into the students' mother tongue were used as techniques to help learners with low reading skills. Another essential point the researcher deduced from the results of the study was the absence of supplementary reading materials such as magazines, newspapers, and novels. Moreover, the teaching of vocabulary which is one of the key practices in instructing reading skills was not given sufficient emphasis. Consequently, it is recommended that giving teachers training or seminar on teaching reading skills specifically and teaching, in general, is significant for tackling the problem.