An Investigation Of The Practices Of Communicative Language Teaching: The Case Of Ayimero Bele Grade 9 Students

Abstract

The purpose of this study was to investigate teachers’ and students’ attitudes towards the practice of communicative language teaching: the case of Ayimero Bele Secondary School. To achieve the purpose, descriptive survey was used. Lottery sampling was used for selection of both English teachers and students. A sample of 3 English teachers and 100 students were selected from the population of 9 English teachers and 950 students. A set of questionnaires were prepared and administered to sample students. Besides, interview was conducted with 3 English teachers and then the teaching learning process of two classes was observed. Then, the quantitative data was analyzed using, percentage, frequency, and qualitative data was interpreted with narrative statements. The finding of this study indicates that teachers are not regularly using communicative language teaching methods. Question and answer, and lecture methods are found to be the most predominantly used communicative language teaching methods in the classroom. Even though teachers’ understanding of communicative language teaching is good, the roles expected from them and the students are not practiced due to time constraints, un-conducive classrooms, large number of students, students fear of committing mistakes, interference of mother tongue during discussion and presentation, and lack of interest from students and teachers side. Hence, to solve the major problems, English teachers, and stakeholders should create conducive environment by fulfilling furniture’s, encouraging students’ participation and arranging short training for teachers. English teachers should shift their teaching methodologies from the old traditional lecture method to the more participatory and effective communicative language teaching methods. The woreda education office together with the Oromia education bureau should also schedule special training program for English teachers for their capacity building to promote teachers practice of communicative language teaching.