The Status, Challenges and Prospects of Communicative Language Teaching in East Wallaga Zone, Ethiopia

Abstract

A communicative language teaching-based curriculum was introduced in Ethiopia 30 years ago, although the expected and actual outcomes differ. This research sought to understand the present, challenges, and prospects of communicative language instruction in a few secondary schools in Ethiopia's East Wollega Zone. To achieve the purpose, three core research questions and a mixed-methods survey study methodology were created. EFL teachers were carefully sampled from nine secondary schools for the study. Through interviews, classroom observations, and questionnaires, teachers provided information. Converging mixed-methods technique was used to collect data simultaneously. Descriptive and inferential statistics were employed to analyze questionnaire data in SPSS 20. However, classroom observation data was transcribed and described by watching teachers. The interview data was also categorized, transcribed, and arranged by reoccurring topics. Every study question was triangulated due to analytic design. Thus, the study found that communicative language education was rare in the area. Writing notes and having students stay silent while you explain were teaching and learning activities. Communicative language teaching was hindered by educators, students, college admission exam washbacks, and educational institutions. EFL teachers should obtain theoretical and practical communicative language instruction training to promote student communication.