Volume 4, Issue 3, June 2019, Page: 29-35
An Exploration into Students’ Perceptions towards the Challenges of Learning Reading Skill Using Communicative Language Teaching Approach: Focus on Wolaita Sodo Preparatory School
Tesfaye Buche Bosha, Faculty of Social Science and Humanities, Department of English Language and Literature, Wolaita Sodo University, Sodo, Ethiopia
Desalegn Youpo Ukute, Faculty of Social Science and Humanities, Department of English Language and Literature, Wolaita Sodo University, Sodo, Ethiopia
Received: May 2, 2019;       Accepted: Jun. 5, 2019;       Published: Jul. 4, 2019
DOI: 10.11648/j.ijpbs.20190403.11      View  104      Downloads  20
Abstract
The main purpose of this study is to explore students’ perceptions towards the challenges of learning reading skill using communicative language teaching approach: focus on Wolaita Sodo Preparatory School. Descriptive research design was employed. The data were collected through classroom observations and questionnaires. Students were selected the sample using Slovene’s sample size determination formula: (I.e.=N/1+N (e)2. The study divulged that the EFL students have negative perception towards learning reading using communicative language teaching approach. As a result, student’s negative perception towards learning reading skill using communicative language teaching approach was found. Hence, based on the findings, recommendations were made. In concurrence to this, the researchers recommend that the concerned bodies should give due attention to overcome selected problems which hampers learning reading skills using communicative language teaching approach particularly mobilizing EFL teachers and students through continuous capacity building activity is paramount.
Keywords
Perceptions, Challenges, Reading Skills and CLT
To cite this article
Tesfaye Buche Bosha, Desalegn Youpo Ukute, An Exploration into Students’ Perceptions towards the Challenges of Learning Reading Skill Using Communicative Language Teaching Approach: Focus on Wolaita Sodo Preparatory School, International Journal of Psychological and Brain Sciences. Vol. 4, No. 3, 2019, pp. 29-35. doi: 10.11648/j.ijpbs.20190403.11
Copyright
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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