Efl Teachers’ Practices And Challenges Of Teaching Reading The Case Of Grade 9 Students At Teppi Secondary And Preparatory School

Abstract

The purpose of this study was to investigate teachers’ practices and challenges to teaching reading. The study was conducted in a sample of 4 teachers were selected purposefully and 64 students randomly selected in grade 9 students of Teppi secondary and preparatory school. In order to achieve these objective three sub-questions were designed. The first question focused how to EFL teachers practice teaching reading? The second question focus on challenges of teaching reading, and the last question focus on what strategies teachers’ used to support students of having reading problem. In order to understand the phenomenon in depth, qualitative approach was used with case study design. To collect the required data for the study, classroom observations, interviews and questionnaires were used as an instrument the gathered data indicated that most teachers used different reading strategies to practice teaching reading in the classroom. These includes, integrated reading strategies, read about, depending on the purpose of reading using scanning, skimming and intensive reading and giving reading comprehension activities were used. Even though there were good practices in teaching reading in the research school, there were challenges of teaching reading according this finding. These includes students’ over enrollment students’ back ground problem with regard to reading, un appropriate use of students centered method of teaching, lack of motivation lack of text books are major among the conditions. These make difficult for teachers to teach reading properly. This can be done through minimizing the enrollment rate of students in the class, using both teachers centered and students’ centered method appropriately, practicing students to read aloud, identifying and supporting students of having reading problems using phonics at tutorials program, motivate students to read, increase cooperative work of parents with school administrators and teachers to improve their learners’ educational performance in general and a reading particular. In additional giving trading for teachers especially on how and how often to use students’ centered method and how to implement teaching of phonics for students who lag behind in reading is the main concern of MOE as recommended in this study.