Abstract:
The main concern of this study was to assess EFL teachers’ awareness and practices of
integrated approach to English language instruction some selected secondary and
preparatory schools’ in Hosanna town has been the center of the study. The descriptive
survey research design was employed; as far as the subjects were concerned, sixty two
English language teachers participated in the study. In order to gather data from the
subjects, three data gathering tools were used: questionnaire, interview and classroom
observation. Here both quantitative and qualitative data were collected. Then, the collected
data was analyzed quantitatively and qualitatively. The findings of the study revealed that
EFL teachers were not aware of integrated approach instruction to English language
instruction. That is to say, they had no theoretical knowledge concerning integrated approach
in English language instruction. The study also showed that teachers did not practice
integrated approach instruction due to absence of awareness. This means they were simply
practicing isolated approach instruction. Moreover, teachers were simply employing the
techniques as they want but not in integrated manner. Furthermore, the study indicated that
the EFL teachers could not link their awareness with practice at all. This means, that the
teachers had no awareness of integrated approach and they could not practice. Finally,
based on the finding, possible recommendations were drawn.
