ASSESSING THE PRACTICE AND CHALLENGES OF USING LITERARY TEXTS IN TEACHING AND LEARNING SPEAKING SKILLS GRADE 10 CHOLE SECONDARY SCHOOL IN FOCUS

Abstract

The primary purpose of this study was to assessing the practice and challenges of using Literary Texts in Teachingand learning Speaking Skill in Grade 10 Students of Chole Secondary School in Arsi Zone.The study employed mixed research design. The participants of the study were 5 teachers taken comprehensively, 93 students selected from grade 10 students of Chole Secondary School using random sampling method, the grade level and the school was selected purposely. Students‟ questionnaires, semi-structured teachers‟ interview, classroom observation and textbook analysis were employed in order to analyze and interpret the data. Data obtained through questionnaires were analyzed using frequency, percentage, mean and standard deviation; while, qualitative data were analyzed through narration. In this study, it was found that EFL teachers and their students failed to utilize variety of practices to teach and learn speaking skill while using literary texts respectively. Findings of the study reveal that EFL teachers didn‟t give enough time and chance to their students to practice more; teachers didn‟t provide students with activities for free expressions. They used more class time in the lecturing methods rather than giving ample of time for the students. Interactive students, practices like pair and group activities were received less attention by both teachers and students. In addition, poor background experience, lack of interest, motivation, practice and enough time, lack of authenticity of the literary text and fear of making mistakes were found to be the factors that challenge teaching speaking skill while using literary texts. Based on the findings of the study, EFL teachers were recommended to employ variety and flexible teaching methods and approaches, by giving more practice time for the students, and motivating students to engage in interactive pair and group activities. Moreover, teachers need to gage their speaking skill teaching approaches in order to achieve the aims and objectives of the literature component in English