Browsing by Author "Endrias, Endale"

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    Factors Hindering Students' English Interaction in ESL/EFL Speaking Classroom - Wolaita Soddo Preparatory School Grade -11 in Focus
    (Addis Ababa University, 2014-05) Endrias, Endale; Tadesse, PhD.Gessesse
    The aim of this study was to investigate factors hindering students' English interaction in ESL/EFL speaking classroom with particular reference to grade 11 of Wolaita Soddo Preparatory School. Also, the causes that account for these factors were attempted to be examined. Therefore, the study included 310 students out of 1,488. This makes 20.8% of the targeted population. It also included all English teachers of grade 11. The sample students were selected using simple random sampling technique. The data gathering instruments this study employed were questionnaire, interview and classroom observation. To gather data from the students, close-ended questionnaire of 27 items was designed and distributed, and interview of 4 items were employed. Again close-ended questionnaire of 24 items were prepared to gather data from the teachers, and interview of 4 items were employed. Also an observation checklist with 16 items was used to observe the real classroom. To achieve the objectives, descriptive method being the main design of the research, both qualitative and quantitative methods of data analysis were used. The findings showed that factors hindering students' English interaction in ESL/EFL speaking classroom were related to students, teachers, classroom environment and class size and instructional materials. These were: students' lack of confidence, preference of grammar and vocabulary than speaking, excessive use of mother tongue, poor speaking background, shortage of vocabulary, teachers' emphasis on grammar and vocabulary, teacher centered way of teaching, large class size, lack of access to teaching aids, shortage of text books and references. Each of these factors were also caused by different factors such as: laughter of classmates when one makes a mistake while speaking, lower grade teachers focusing on grammar than speaking, focusing of exam questions mainly on grammar and vocabulary than speaking, nature of the English text book, having less periods for English language subject than it has to get, teachers' experience of teaching, text books distribution problem at Regional Ministry of Education level, lack of enough classrooms and the school's financial problems. Finally, the recommendations were forwarded based on the findings and the conclusions.