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International Journal of Current Research and Academic Review-e-iSSN - 2347 - 3215

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Abstract                 Volume:7  Issue-3  Year-2019          Original Research Articles

Online ISSN : 2347 - 3215
Issues : 12 per year
Publisher : Excellent Publishers
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Assessing 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
Amanuel  Kidane Albore*
English Language and Literature, Wolaita Sodo University, Wolaita Sodo, Ethiopia
*Corresponding author

This study was carried out with the purpose of assessing 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 and the coping strategies teachers use to minimize these constraints. 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 hampered 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. The results of the study indicate that teachers do not use coping strategies that would help to minimize the challenges that impede the practice of learner-centered approach. Therefore, it was recommended that teachers should be provided with adequate pre-and in-service trainings on how to apply the learner-centered approach, and teachers should give due emphasis to find effective ways of practicing communicative activities in speaking teaching classrooms.

Keywords: Communicative Language Teaching, Practice, Learner-Centered Approach, Speaking skill.
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How to cite this article:

Fikri H., A. Oubibi and Fechtali T. 2019. Evaluation of the Model Prediction Toxicity (LD50) for a series of 42 Organophosphate Pesticides.Int.J.Curr.Res.Aca.Rev. 7(3): 32-55
doi: https://doi.org/10.20546/ijcrar.2019.703.004