Abstract:
This study focuses on grade 10 English language teachers’ and learners’ Practice of Literary Texts in EFL Classroom in three selected secondary schools in Chole Woreda ,Oromia Region. In order to achieve the desired objective descriptive design was employed with qualitative approaches. Four instruments-textbook analysis, Student written reflection, observation and teachers interview were used as data collection tools. A written reflection questions were designed and administered to 64 selected grade ten students of Chole,Sinkille and Moye High Schools using stratified sampling technique. In addition, an interview and Observation of 6 Grade ten English Language teachers were also conducted using comprehensive sampling. The data were analyzed qualitatively i.e. transcribed( for interview data), elaborated and narrated in words. Accordingly, the overall findings of the study indicated Students have displayed their dissatisfaction to literature class and the way it is being instructed. Besides, the study reveals the fact that despite the system of education which aims to shift towards more students centered pedagogy, literature teaching is still teacher-fronted. Furthermore, the students’ lack of prior linguistic competence and intercultural awareness may challenge their ability to understand and comprehend some references of foreign cultures and vocabulary items used in the literary texts taught in the context of this study. The study also revealed that the role of teachers as important in utilizing literary texts. In an attempt to further improve students’ engagement with the texts as well as aesthetically appreciate the literary work , a number of recommendations and suggestions have been put forward. These include the urgent need to more student-centered teaching philosophy that is basically task based oriented and that also calls for more cooperative learning
