EFL Teachers’ Implementation of Communicative Language Teaching Approach in Teaching Grammar: the case of Andiracha Woreda Secondary schools

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.