An Investigation Into Efl Teachers’ Perceptions, Practices and Challenges Of Competency-Based Approach To Teach Efl For Academic Purpose; Grade 10 Students Of Limu Genet Town High Schools In Focus.

Abstract

The purpose of this study was to Investigate to EFL teachers’ perception, practice and challenges of competency-based language teaching approach to teach EFL in the high schools for academic purpose of Limu Genet town high schools grade 10 students in focus. The research designs that was used to carry out the study was descriptive study designs. A questionnaire, an interview, classroom observation, and Focus Group discussion were used to collect data. Mixed data analyses that include both quantitative and qualitative methods were used. The study sites are Limu Genet Town higher secondary schools. The participants of the study were all EFL teachers in the three high schools 18 EFL teachers and 81 students taken randomly from three high schools. the total numbers of the participants were 99. Ten item with five Likert-scale questionnaire prepared for students and 20 item with five Likert-scale questionnaire were prepared for teachers beside this interview, classroom observation and Focus Group Discussions were used to gather data. The data gained from the questionnaire were analyzed using the quantitative and the qualitative methods by combining with the data gained from interview, classroom observation and the transcribed data gained from Focus Group Discussion. The result showed that EFL teachers have positive perception towards CBLT approach. However, they were obliged to cover the contents of the materials than the specific competence that would be achieved by the students. the challenges EFL teachers faced to implement CBLTA in the EFL classroom were; the principals and supervisors’ focuses on content coverage than competency. The teachers took large class size as a challenge not as an opportunity. The curriculum itself was not designed to implement CBLT Approach in the EFL classrooms. The researcher recommend ministry of education should encourage a curriculum designer to give attention about CBLT approach in high schools, the town education office should encourage EFL teachers to use CBLT approach in the actual class room in addition to this they should arrange training for EFL teachers. English department heads and EFL teachers should give priority to the students to use EFL for day-to-day activity. (To develop students’ competency in using EFL in the 21st century.)