WOLKITE UNIVERSITY COLLEGE OF SOCIAL SCIENCE AND HUMANITIES SCHOOL OF POST-GRADUATE STUDIES DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE POST GRADUATE PROGRAM (MA)

Abstract

The purpose of this study was to assess the difficulty of using English for classroom interaction in government schools in Hulbarag secondary and preparatory schools. Descriptive survey design was used in this study. Both grade 10 students. Both grade 10 students and English language teachers of the school participated in this study. A comprehensive sampling technique was used for the students, and a purposive sampling method was used for the teachers to collect the data. After selecting representative sample the genuine data were collected by questionnaire, classroom observation and focused group discussion. Each of research tools (questionnaires, observation, and focus group discussion served to gather data from different perspectives to substantive the findings. The questions were categorized into three thematic areas. Such as: What are the causes for learners' difficulties of using English for classroom interaction? To what limitations do the teachers' teaching affect Students' interaction using English in classroom?, and What are the strategies that can be used to overcome interaction problem through English? After collecting the data, the research was analyzed and the similar ideas from focus group discussion and observation were combined and presented in tabular formats. Based on the discussion of the results, the following points were generated: lack of extensive practice, inconsistent use of learning methodology, and direct translation from the target language to Amharic or other vernacular languages impede the learners' interactional role. The suggested solutions focused on permitting students to interact in the classroom using English, providing guidance and immediate feedback for the students, and solving problems that affect classroom interaction using English, such as increasing classroom participation, overcoming shyness, giving opportunities to engage in dialogue with their friends, minimizing translation when teaching, giving sufficient time to use English rather than focusing on grammar, trying to increase their word power, and supporting the students when they try to speak English. Finally, further research could explore the experiences of English language learners from different cultural backgrounds, to better understand how factors such Cultural norms, values and belief can influence their interactions in the classroom.