July 21, 2025 Thesis Open Access

SHIFERAW BEKELE BIRYE

DCAT Export

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        <foaf:name>SHIFERAW BEKELE BIRYE</foaf:name>
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    <dct:title>THE PRACTICES AND CHALLENGES OF TEACHING LISTENING SKILLS IN EFL CLASS AT AGARFA AND KASO MANSO SECONDARY SCHOOLS: GRADE 11 STUDENTS IN FOCUS</dct:title>
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        <foaf:name>TADESSE TESSEMA (Associate Professor)</foaf:name>
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    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#date">2025-07-21</dct:issued>
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    <dct:description>&lt;p&gt;In this study an attempt was made to assess the practices of teaching listening skills in English&lt;br&gt; Language classrooms in two government schools in Agarfa and Kaso Manso in grade 11.The&lt;br&gt; researcher focused mainly on teachers&amp;rsquo; practices in the three stages of listening, teachers&amp;rsquo;&lt;br&gt; contribution on students&amp;rsquo; use of the sub skills of listening while they listen to spoken text, to assess&lt;br&gt; teachers&amp;rsquo; practice of using additional materials in the class to make the lesson clearer and asses&lt;br&gt; classroom interaction during listening classes. The required data for the study were collected by&lt;br&gt; using classroom observation, students&amp;rsquo; questionnaire, and teachers&amp;rsquo; interview. Four classes were&lt;br&gt; observed while teachers were teaching listening. Each class was observed four times using a&lt;br&gt; structured observation checklist. The questionnaire items were administered only for the students.&lt;br&gt; From 664 students, 1/3 of them or 184 students filled in the questionnaire. There were only 9&lt;br&gt; teachers assigned to teach, therefore; smaller sample populations were interviewed. To see the&lt;br&gt; practice teachers using additional materials in the listening class and classroom interaction&lt;br&gt; questionnaire and classroom observation were used. The findings revealed teachers&amp;rsquo; poor practice&lt;br&gt; i.e. poor practice of the pre, while and post listening stages. Besides, only very few listening sub-&lt;br&gt; skills were practiced. The interaction of listening class lacks students&amp;rsquo; active participation and&lt;br&gt; teachers rarely used additional materials in the listening classes. To this end, appropriate&lt;br&gt; recommendations were suggested. Teachers should inspire students to ensure more listening to&lt;br&gt; English out-of-school circumstances such as listening to English entertainment like films and songs.2&lt;/p&gt;</dct:description>
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