EFL Teachers’ Perception, Practices and Challenges in using strategies in Teaching Reading Skills: The Case of Grade 10 Teachers in Doyogena and Kechebira Woredas’ Secondary Schools.

Abstract

The purpose of this study was toinvestigate (EFL) teachers’ perception, practices and challenges of using phases of teaching reading skills. The subjects of the study were EFL teachers in the stated districts. In order to select the teachers, purposive sampling technique was used. Descriptive survey research design was employed and accordingly mixed approach was used to analyze the data. Questionnaire, interview and observation were used as data gathering instruments. Quantitative data were analyzed through descriptive statistics and qualitative datawas analyzed by using words. The findings indicated that teachers practiced three phases of reading in the reverse order of strength like more emphasized given for post reading ,while reading and pre-reading ,teachers perception on teaching three phases of reading was moderate and most of challenges of teaching three phases of reading was sourced from teachers themselves. Recommendations forwarded were: The findings obtained by this study pointed, using pre, while and post reading strategies can be highly effective for teaching three phases of reading. Therefore, teachers of respective schools should give focus for pre-reading phase which key for a while and post reading phases by toping up their perception towards teaching three phases of reading and improve their teaching the three phase of reading by passing through the challenges of teaching the three phases of reading