The Awareness of Teachers and Students About Integrative English Language Teaching Approach: The Case of Areka Preparatory School, South Ethiopia

Abstract

Having an awareness of the theoretical aspect of integrative language teaching approach is important to effectively practice the approach  in real classroom situation. The awareness determines the extent to which a teacher can implements the theory. Accordingly, this study  attempted to reveal the awareness of English language teachers and students about the integrative language teaching approach. To collect the necessary data for the study, semi-structured interview for six teachers, questionnaire for one hundred seventy students, classroom observation and document analysis were employed. To analyze the collected data, qualitative and quantitative methods of data analysis were employed. That is, data collected through questionnaires were analyzed employing statistical tools such as frequency and percentage using SPSS version 20, while responses obtained from interview was described and discussed. The findings of the study indicate that all teachers and a great majority of students have positive attitude towards the importance of this approach. However, the implementation of integrative language teaching approach in the actual classroom situation was not as expected and their students were not interested to engage in different classroom activities  the process of integrative language classes. Based on the findings, recommendations are forwarded to improve the implementation of integrative language skills teaching approach.

Keywords : Awareness, English Language, Integrative Language and Teaching Approach.

DOI: 10.7176/RHSS/9-15-03

Publication date: August 31^st 2019