AN INVESTIGATION OF EFL TEACHERS THE PRACTICE OF READING STRATEGIES IN READING LESSON IN GRADE 10 STUDENTS IN FOCUS. THE CASE OF SELECTED SECONDARY SCHOOLS IN GURAGE ZONE CHEHA WOREDA.

Abstract

The objective of this study was to investigate the EFL teachers’ practice of reading strategies in reading lesson in grade 10 students of four high schools in Gurage zone, SSNP now (Central Ethiopia Regional State). The researcher employed a purposive sampling technique to select the schools on the base of their accessibilities and number of EFL teachers. To attain the objective, the data were gathered using observation, questionnaire and interview. The questionnaire was administered to 32 EFL teachers who taught in the Emdibir St. Anthony, Moche and Awuyatiye high schools. The data obtained through closeended questionnaires were analyzed using percentages and mean values with the integration of observation results that was analyzed using percentages. Furthermore, the open-ended and semi-structured interview questions were analyzed qualitatively in relation to the objectives designed. The findings, therefore, indicated that grade 10 EFL teachers’ of the studied schools employed two strategies: inferring and summarizing when they were teaching reading. The kinds of strategies EFL teachers commonly used in the reading classroom were silent and individual reading, reading by chunks, individual and group task, presenting and/or reporting the group task and translation. Other effective strategies were mostly ignored. This study showed the current practice of reading strategies were not effectively implemented. Based on the findings, it was concluded that the studied schools’ EFL teachers were not effective in using reading strategies in teaching reading skills. Lastly, the study recommended that EFL teachers could change their methods of the practice and strategies of teaching reading in grade 10 so that current techniques and procedures of teaching reading could be employed