The Place of Extensive Reading in Ethiopian High School English Language Textbooks: Meki Catholic and Bole Secondary Schools (Grade 9 and 10) in Focus

Abstract

The purpose of this study was to investigate the place of Extensive Reading in Ethiopian high school English curriculum focusing on Meki Catholic Secondary School and Bole Secondary school. To this end, both quantitative and qualitative data were collected from 217 students and 12 teachers from the two schools using questionnaire, semi structure interview and observation. Both simple random and purposive sampling techniques were employed to select the required sample. The result revealed that both teachers and students do not have positive attitude towards extensive reading. As a result, teachers give less attention to this kind of reading. Besides, the textbooks and the syllabus do not contain enough recommendations and tasks that encourage extensive reading and there are no enough books that could enhance extensive reading habits in the target schools. Thus, the researcher of the currents study suggests collaboration between syllabus designers and teachers to design English Language textbooks that promote extensive reading, training teachers on how to design tasks that encourage extensive reading and equipping libraries with extra reading materials that matches the students’ level of understanding.