Problems Students Encountered in Reading Classes: The Case of Kewisa Shona Secondary School Grade Nine in Focus
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Date
2024-08
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Addis Ababa University
Abstract
The main objective of this study was to assess problems students’ encountered in practicing reading skills in EFL classes at Kewisa Shona secondary school grade nine in focus. A descriptive research designs along with qualitative and quantitative research approaches were used. One hundred ten students of grade nine were selected through systematic sampling technique and three EFL teachers were selected through availability sampling technique as subjects of the study. Questionnaire, interview and classroom observations were used to collect the required data from samples. The data gathered through these tools were analyzed quantitatively and qualitatively and then triangulated. The findings indicated that, students’ related problems like fear of making mistakes, lack of exposure to English language, the view of students on the language as the most difficult one, lack of interest and mother tongue interferences were amongst the core problems students encountered in practicing reading skills in the classroom. Moreover, EFL teachers’ related problems like teaching methodology, teachers’ educational background, their assessment methods, teachers’ proficiency level and others highly affected students’ practices of reading skills. Additionally, the finding indicated that classroom related problems like large class size, inconvenience of seats, inconvenience of classrooms and exposure of the classroom to outer sounds affected practices of reading skills at the school. Based on the findings, recommendations were forwarded for teachers’, students and principals on ways of reversing the prevailing problem.