Grade Eleven English Teachers’ and Students’ Practices and Challenges in Teaching and Learning Listening Skills: Mana Woreda Secondary Schools in Focus

Abstract

The objective of this study was assessing grade eleven English teachers’ and students’ practices and challenges in teaching and learning listening skills in three secondary schools in Mana Woreda. To achieve the intended objective of the study a descriptive research design was employed. Six grade eleven English teachers who have taught English at the three schools (yebu secondary school, Geruke Jimate Secondary School and Yebu Secondary School number 2) were selected using comprehensive sampling technique. Beside this 150 grade eleven students from the three schools were also selected using systematic sampling technique. Interview, questionnaire and classroom observations were used to collect data. Frequency, percentage and mean were employed in analyzing quantitative data whereas thematic analysis was used for analyzing qualitative data. The result of the study revealed that grade eleven English teachers and students engaged in pre, while and post listening activities. However, the effort teachers made to engage students to practice the activity was low. This in turn resulted in ineffective students’ engagement in practicing the activities and tasks. The listening practice also depended on students’ text book or teachers guide and not adequately supported by other visual and recorded audio or written materials. The learning strategies students used in practicing listening include cognitive, Meta cognitive and social affective learning strategies. In addition the study identified teacher related challenges such as poor motivation, strategy use problem, poor perception for listening; student related challenges such as low concentration, strategy use problem, poor motivation, and environmental problems such as noise, lack of teaching aid, and etc. that hinder effective listening practice. Finally, it is recommended that English language teachers should properly implement pre, while and post listening activities recommended by scholars. Students also actively engage in the listening practice. In addition, in service training on how to teach listening skills should be given to teachers.