AN ANALYSIS OF THE IMPLEMENTATION OF ETHIOPIAN GRADE SEVEN AND GRADE EIGHT ENGLISH TEXTBOOKS: A FOCUS ON EAST AND WEST GUJI, AND BORANA ZONE SCHOOLS CONTEXT

Abstract

The primary objective of this study was to conduct a critical analysis of the contents and implementation processes of the current Ethiopian Grade 7 and Grade 8 English textbooks, with a specific emphasis on integrating text and context. The study focused on English teaching in Grade 7 and Grade 8 within the Oromia Regional State's East Guji Zone, West Guji Zone, and Borana Zone schools. A purposive sampling method was utilized to select fifty schools for participation in the study. Among these schools, a total of 220 teachers were chosen through availability sampling to respond to the questionnaire. Additionally, two Grade 7 and Grade 8 syllabus designers were selected for interviews using availability sampling. Out of the fifty schools, twenty schools were purposively selected for focus group discussions (FGD). From each of these twenty schools, a total of 200 students (ten students per school) were selected based on their availability to participate in the FGD. The collected data were analyzed using qualitative methods as well as quantitative methods involving descriptive statistics. Document analysis was conducted on the Grade 7 and Grade 8 English Student Books provided by the Oromia Education Bureau, which are used across all Oromia schools, as well as the Grade 7 and Grade 8 English Syllabi developed by the Ministry of Education for nationwide use. The study findings revealed that the Student Books and Syllabi writers employed a competency-based approach in creating the Grade 7 and Grade 8 English textbooks. However, it was observed that the context in which the textbooks were implemented did not align well with the actual social contexts of the learners. The study also indicated that the English Syllabi writers demonstrated a relatively good understanding of the importance of integrating various language skills, as evidenced by the inclusion of integrated language tasks in the syllabi. Nevertheless, the Student Books were found to lack sufficient contextualization to the teaching and learning environments of the students and teachers. Based on the results, several recommendations were put forth for educational administrators, syllabus designers, student book developers, teachers, and learners. It is suggested that language lessons should be designed in a manner that provides a suitable amount of comprehensible input within a relevant context, while engaging students both affectively and cognitively. Student book designers should focus on enhancing positive and affective student involvement, incorporating visual elements, and exposing students to authentic language usage. By meeting these criteria, language tasks are more likely to promote deep learning. Therefore, it is essential for syllabus writers to ensure the fulfillment of these criteria during the development of language tasks.