EFL Teachers‘ Awareness and Practices of Integrated Approach to English Language Instruction: With reference to some Selected Secondary and preparatory Schools in Hosanna Town

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.