Abstract:
The purpose of this study was to investigate ‘EFL teachers’ implementation of communicative
language teaching in teaching grammar: The case of Andiracha woreda secondary schools.
A descriptive survey design that contained both a qualitative and quantitative approach was
used. In this study, a comprehensive sampling method was used. The total population of this
study were 67 EFL teachers, and the sample size was all EFL teachers in Andiracha woreda
secondary schools who have been teaching in high school from grades 9–12. A questionnaire
was distributed to 67 EFL teachers, who were the total population of the study. From these
EFL teachers, the researcher selected four EFL teachers for both interviews and observation
as data gathering tools of the study by using purposive sampling. The reason is that it saves
time and is easy to gather information.The data gathered through interview and observation
was analyzed qualitatively and quantitatively.The major findings of the study were that EFL
teachers implement CLT and teach grammar rarely; a lack of commitment and lack of
awareness impacts their implementation to teach grammar in a communicative way.
Therefore, learners didn’t practice and learn grammar in a communicative way. EFL
teachers don’t use role plays, telling stories, and presentations as techniques of teaching
grammar in a communicative way. The major challenges that EFL teachers faced while
implementing communicative language in teaching grammar were lack of awareness of ELT
methods, poor academic background of EFL teachers, large class size, learners negative
attitude towards learning grammar in a communicative way, traditional teaching method,
lack of exposure to authentic language, and scarcity of resources. Thus, depending on the
findings, the following recommendations were made: EFL teachers should be aware of issues
and understanding in ELT methodologies, teaching styles, and perceptions on the function of
teaching grammar in a communicative way. They should also develop the habit of practicing
communicative language to upgrade their language teaching methodology to teach grammar
in a communicative way.
