Factors Influencing the Utilzation of Reading Tasks in Grade Seven English Teaching: The Case of Four Selected Primary Schools in Kombolcha Woreda
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Date
2009-07
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Addis Ababa University
Abstract
The purpose of this study was to examine factors influencing the utilization of reading
tasks in grade seven English teaching in four selected primary schools in Kombolcha
Woreda. To this end, a descriptive survey method was employed to conduct the research
in four second cycle primary schools from eleven schools in the Woreda . Within these
schools, all English language teachers of grade seven who are five in numbers, a total of
138 students were taken as actual sources of information. Teachers selected using
available sampling technique, where as students that filled the questionnaire and those
who participated in the focus group discussion selected using simple random and
purposive sampling techniques. Questionnaire, interview, focus group discussion and
classroom observation were the data collection instruments used to obtain information
from the sources . The data were analyzed using percentage and descriptive statements.
The result of the study revealed that most of the reading tasks indicated in the curricular
materials not utilized as properly as they intended to practice. Teachers and students
extent of the utilization of the reading tasks found to be not more than "sometimes level"
on most of the tasks. As a result, the tasks like introducing the reading title, predicting the
content of the passage, understanding the purpose of reading, student-silent independent
reading, skimming/scanning reading, guessing meaning ji-om the context, discussing the
passage related with other issues and integrating the other language skills with reading
tasks were not utilized effectively to practice reading skills. Among the various
techniques presented in reading tasks, individual work dominated both at pre and at post
reading phases. Teachers utilized different teaching techniques for a single reading task
The finding of the study showed that teachers did not use the appropriate reading
techniques to help students at each reading phase. Respondents also revealed that the
major factors that very greatly influence the utilization of reading tasks. They were lack
of motivation of teachers and students, poor teaching strategy, students limited.
vocabulary knowledge, lack of habit to read in leisure time, lack of reading skills,
unfamiliar topics and complex sentences. Based on the result of the study, some
recommendations were suggested to increase the awareness of teachers to utilize the pre,
while and post reading tasks effectively to help students practice reading and to
minimize the effect of influencing factors that were thought to have discouraging
influence on the effective utilization of reading tasks.
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Keywords
Utilzation of Reading Tasks in Grade Seven English Teaching