THE PRACTICES AND CHALLENGES OF TEACHING LISTENING SKILLS IN EFL CLASS AT AGARFA AND KASO MANSO SECONDARY SCHOOLS: GRADE 11 STUDENTS IN FOCUS

In this study an attempt was made to assess the practices of teaching listening skills in English
Language classrooms in two government schools in Agarfa and Kaso Manso in grade 11.The
researcher focused mainly on teachers’ practices in the three stages of listening, teachers’
contribution on students’ use of the sub skills of listening while they listen to spoken text, to assess
teachers’ practice of using additional materials in the class to make the lesson clearer and asses
classroom interaction during listening classes. The required data for the study were collected by
using classroom observation, students’ questionnaire, and teachers’ interview. Four classes were
observed while teachers were teaching listening. Each class was observed four times using a
structured observation checklist. The questionnaire items were administered only for the students.
From 664 students, 1/3 of them or 184 students filled in the questionnaire. There were only 9
teachers assigned to teach, therefore; smaller sample populations were interviewed. To see the
practice teachers using additional materials in the listening class and classroom interaction
questionnaire and classroom observation were used. The findings revealed teachers’ poor practice
i.e. poor practice of the pre, while and post listening stages. Besides, only very few listening sub-
skills were practiced. The interaction of listening class lacks students’ active participation and
teachers rarely used additional materials in the listening classes. To this end, appropriate
recommendations were suggested. Teachers should inspire students to ensure more listening to
English out-of-school circumstances such as listening to English entertainment like films and songs.2