Assessing Factor that Affect Teaching Reading Skill the Case of Gudaya Jare Secondary School (Grade 9 in Focus)
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Date
2024-08
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Addis Ababa University
Abstract
The general objective of this study was to investigate factors that affect teaching reading skills. Descriptive research design was employed to study the factors. To carry out the study, the werer used simple random sampling and availability sampling techniques respectively to select 150 grade 9 students and 5 teachers of the same grade from Gudaya Jare Secondary School. The data were collected from primary and secondary sources. The primary sources were collected through EFL teachers’ interview, classroom observation and students’ questionnaire. Both qualitative and quantitative research approaches were used to triangulate the data obtained through the above mentioned instruments. The qualitative data were analyzed thematically while the quantitative data were analyzed through frequency and percentages. Accordingly, the study investigated that insufficient textbooks, teachers’ pperception of teaching reading skills teachers’ failure to encourage students to practice reading, students’ unable for comprehension skills and lack of parental involvement were the factors that affect teaching reading skills. The study also investigated that the factors were related to teachers, students, school, Oromia Educational Office of and parents. Encouraging students to practice reading, giving interesting and life-related reading activities and giving frequent reading tasks for students were some of the strategies that EFL teachers use to minimize the factors. Likewise, practicing reading and developing interest of reading were the strategies that students use to minimize their reading problems. Finally, based on the findings, it was recommended for teachers to give reading tasks and activities so that students practice them in their day to day learning.
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Teaching Reading Skills