Exploring Teachers’ Perceptions Towards the Challenges of Teaching Reading Skill Using Communicative Language Teaching Approach: Focus on Wolaita Sodo Preparatory School

Tesfaye Buche Bosha


The main purpose of this study is to explore teachers’ perceptions towards the challenges of teaching reading skill using communicative language teaching approach: focus on Wolaita Sodo Preparatory School. Descriptive research design was employed. The data were collected through semi-structured interview and classroom observations. Six grade eleven EFL teachers of the Wolaita Sodo Preparatory were selected as a participant of the study without any sampling due to their limited number. The Interview data were tape recorded and transcribed into textual form and the classroom observation data were noted to analyze. The findings of this study disclosed that EFL teachers have a positive perception in towards teaching reading skills using communicative language teaching approach but students were negatively perceived in learning reading using CLT. Hence, based on the findings, recommendations were made. In concurrence to this, the researcher recommends that the concerned bodies should give due attention to overcome selected problems which hampers teaching reading skills using communicative language teaching approach particularly mobilizing EFL teachers through continuous capacity building activity is paramount.

Keywords: Perceptions, Challenges, Reading Skills and Communicative Language Teaching Approach

DOI: 10.7176/JLLL/60-02

Publication date:September 30th 2019

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ISSN 2422-8435

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