Exploring Grade 12 English Teachers’ And Students’ Practice Of Using Literary Texts In The Students’ Textbook In Efl Classrooms: Chole Preparatory School In Focus

Abstract

Exploring Grade 12 English Teachers’ and Students’ Practice of Using Literary Texts in EFL Classrooms: Chole Preparatory School in Focus. Solomon AyalewAdama Science and Technology University, 2015. The main purpose of this study was to explore Teachers’ and Students’ practice of using literary texts in EFL classrooms. It further explored teaching approaches employed by English teachers while using literary texts. Moreover, it investigated mediating factors that affect the classroom practice of teachers and students of using literary texts. The study employed mixed methods research design. The participants of the study were all the 3, Grade 12 English teachers and 100 randomly selected grade 12 students from Chole Preparatory School, in Oromia Regional State, Arsi Zone, Chole Woreda. Different instruments were used to collect Data. Classroom observations were conducted to look in to what teachers’ and students’ practices looked like in the actual scenario. In addition to this tool, to obtain a relevant data teachers’ and students’ questionnaire, textbook analysis and teachers’ interview were utilized. Textbook analysis was conducted on English for Ethiopian students’ textbook and Teachers’ Guide, Grade 12. The collected data were analyzed quantitatively and quantitatively. Findings of the study reveal that teachers used more class time by giving explanation, summary notes and re- telling the message of the given literary texts. Teachers employed teacher- fronted teaching approach. Interactive students’ practices like individual, pair and group activities were received less attention. This is to mean, EFL teachers failed to utilize variety of classroom approaches and integrate the literary texts with the teaching of language skills effectively. On the other hand students’ was reading the given text, and writing short summary notes and some new words and phrases written on blackboard. Based on the findings of this study, teachers were recommended to employ variety and flexible teaching approaches, by giving more class time for students’ practice, and motivating students to engage in individual, pair and group activities. Also, teachers need to gage their teaching approaches in order to achieve the aims and objectives of the literature component in English. Moreover, it was suggested for students to take part in variety of classroom activities: individual, pair and group activities, while they are using literary texts.