2nd Cycle Primary School EFL Teachers Use of Reading Strategies to Develop Their Students Reading Skills: The Case of Jimma and Ilu Abba Bora Zones of Oromiya National Regional State

Dagne Tiruneh, Gemechis Teshome

Abstract


The research was aimed at investigating the 2nd cycle primary school English teachers use of reading strategies to develop their students reading skills. It focused on Jimma and Ilu Abba Bora Zones of Oromiya national regional state. The research embraced 90 English Language teacher informants who were selected from the second cycle primary schools of Jimma and Ilu Abba Bora Zones. The research employed purposive sampling to select the districts (locally called woredas) and to select the schools on the basis of their accessibility. Availability sampling was used to select the teachers who participated in the study. In order to collect data for the research, questionnaires, interviews, classroom observations and document analysis were employed. The findings of the research revealed that the 2nd cycle primary school EFL teachers were unaware of the importance of using reading strategies in developing students reading skills and the roles of reading strategies in developing reading competence. Besides, the teachers were not making efforts to raise their students awareness about reading strategies and the uses of the strategies during the reading lesson. The findings from textbook analysis indicated that the English language teaching materials (textbooks) which are in use did not incorporate lessons or sections related to the explicit instruction of reading strategies. The research concludes that the EFL teachers lack awareness about reading strategies, the use of reading strategies and the advantages of the explicit instruction of the strategies.


Keywords


EFL Teachers; Reading; Reading Skills; Reading Strategies.

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