THE PRACTICE OF TEACHING AND LEARNING READING AT EWKET LEHIBRET SECONDARY SCHOOL, ADDIS ABABA: GRADE NINE IN FOCUS

Abstract

The main objective of the study was to investigate the practice of teaching and learning reading at ELSS: grade nine in focus. The study used case studyresearch design and thus, it applied qualitative approach to collect relevant data. Two observation checklists were provided: the first one was prepared to assess the extent of students‟ practice of reading skills, and the second one was to assess strategies teachers use to help students overcome challenges they encounter during the practice of reading skills in EFL classes. Interviews were also conducted to collect data from two teachers who were teaching all grade nine sections, and twenty four students from the entire grade nine sections. That is three students selected based on achievement level (low, medium and high achiever). Teachers‟ interview questions focused on strategies teachers use to help students overcome challenges they encounter during reading practice, and challenges teachers and students face during practice of reading. Students interview questions were also about the extent of students‟ practice of reading and challenges they face during practice of reading in EFL classes. Furthermore, the reading texts in students textbook were evaluated concerning the challenges students face in practicing reading in EFL classes. The data gathered through those instruments were analyzed. After analyzing the data, the study revealed that students practiced reading to less extent in EFL classes, and teachers were unable to use most strategies effectively in pre-, while-, and post-reading stages to help students overcome challenges they face in practicing reading. There were some challenges students face during reading lessons. This includes: lack of the availability of textbooks in the classrooms, lack of reading experience in the lower grades, difficulty of vocabularies to understand the ideas of the texts in the textbook, being below the standard of most texts‟ exercises, students‟ disturbance inside and outside the classrooms, shortage of time to practice in the class, no enough light in the classrooms, fear and anxiety. There were also some challenges teachers face during the practice of teaching reading. These include shortage of time to practice in the class, difficult words in the text to pronounce and give meaning to students, the background of the students in relation to reading experience, students‟ disturbance inside and outside the classrooms, no enough light in the classrooms, incompatibility of idea of the texts to students, lack of appropriate approach for teaching reading.The researcher hadsuggestedsome recommendationsbased on the findings of the study.