Examining Factors That Obstruct the Practice of Learner-Centered Approach in Teaching Speaking Skill in English Language Classroom: The Case of Five Government Primary Schools in Wolaita Sodo City

Abstract

This study was to examine factors that obstruct the practice of learner-centered approach in teaching speaking skill in English Language classroom in grade seven and eight of Wolaita Sodo City. It also aimed to explore the restraints that inhibit the practice of this approach. The study was conducted in five government primary schools. Seven English language teachers who are currently teaching at grade seven and eight level participated in the study. The instruments used were interview, written reflection and classroom observation. The qualitative data generated through these instruments were analyzed and categorized thematically and presented in a narrative form. The results of the study indicated that teachers were not practicing learner-centered approach to the level that the policy advocates because there were various factors that encumbered the practice of learner-centered approach in teaching speaking skill in English Language classroom. The first factor was students’ background such as mother tongue interference, lack of vocabulary, lack of self-confidence, and low level of motivation. The other factors include time constraints, large class size, seating arrangement and lack of adequate teaching materials. The findings also suggest that the teachers in the study lack sufficient trainings on how to apply the learner-centered approach. Therefore, it was recommended that teachers should be provided with communicative activities on how to apply the learner-centered approach.

Keywords: Communicative Language Teaching, obstruct, Learner-Centered Approach, Speaking skill

DOI: 10.7176/JLLL/62-01

Publication date: November 30^th 2019