An Asessmentof The Practice Of Teaching Reading In Efl Classroom: The Case Of Grade 12 In Michapreparatoryschool In Oromia Region; Bale Zone

Abstract

The main objective of this study was to examine the procedures that English Language teachers use in teaching reading lessons. To attain this objective, descriptive research method was employed. In the process, 5 teachers for the classroom observation were randomly selected. Fifty students were also selected using stratified random sampling technique from the school and 5 English language teachers in the same school were taken using availability sampling for responding to the questionnaires. Necessary data was gathered using observation as a main tool and the questionnaires as a secondary. The data were analyzed using descriptive statistics such as frequency and percentage. The result of the study revealed that most of the teachers rarely or never present lessons in line with the procedures and principles approved by many scholars. Though some practices are implemented always, usually or sometimes, many more practices were rarely or never implemented in Micha preparatory school. Most importantly, the findings of this study showed that the theoretical orientation and awareness teachers had about teaching reading existed without real power to influence the practices in the classrooms. Thus, recommendations aimed at improving the classroom practices to teach reading was made. Therefore, teachers are expected to update their professional competence to support their students appropriately. The actual practices of teaching reading need refreshment. So, English language teachers need to update their professional competence to narrow the divergence between beliefs and their feasibility, for their manifestation and practical implication.