Browse Publications
Discover and manage thousands of titles across multiple genres, scientific journals, and classic literature.
An investigation into the implementation and selection of literary texts to teach reading skills in efl classes: The case of preparatory schools in awi zone, ethiopia
By Belete N.H.
This study was conducted to investigate the selection and implementation of literary texts for teaching of reading skills in English as a foreign language classes in preparatory schools in Ethiopia. In doing so, descriptive survey design was employed. To collect data, observation, questionnaire, interview and text analysis were used as data collection tools. Using simple random sampling technique, 30 grade 11 English teachers for questionnaire and 6 teachers for observation and interview were selected. Text analysis was also used to evaluate the suitability of literary texts. The study revealed that literary texts designed in grade 11 English textbook are not suitable for the students’ age, interest, cultural background, social background, linguistic proficiency and literacy background. The reading tasks have almost no pre-reading activities, some while-reading activities and plenty of post-reading activities which are not well designed. Besides, EFL teachers perceived that literary texts are important to facilitate the students’ reading classes but they were limited in using literary texts meaningfully. The study also revealed that difficulty level of literary texts, unfamiliarity of the cultures from texts, lack of interest, lack of reading experience and students’ limited vocabulary were the major difficulties that hindered the proper use of literary texts in reading lessons. © 2021 ACADEMY PUBLICATION.
The appropriateness of literary texts in teaching reading skills: The case of some selected high schools in ethiopia
By Mussa S.
The main objective of this study was to assess the appropriateness of literary texts in teaching reading skills at some selected high schools in Ethiopia. The study employed survey research design. Different instruments and sampling techniques were used. Document analysis was conducted to examine the appropriateness of literary texts and reading activities designed from them. Questionnaire was administered for 429 students that were selected through stratified sampling. Interview was also conducted with 7 purposively selected EFL teachers. The collected data was analyzed qualitatively and quantitatively. Data from interview and document analysis were analyzed qualitatively using narration, thematic analyses and direct quotation, whereas data from questionnaire was analyzed quantitatively using percentage, mean and grand mean. Findings of the study revealed that the majority of the literary texts are found to be linguistically very difficult, culturally unfamiliar and unsatisfactory to students’ interest. In addition, the study found that most reading activities do not give useful cultural background, stimulating tasks, language awareness activities and previewing key language. The study concluded that the literary texts integrated for teaching reading skills and activities are not helpful to teach reading skills. © 2020 ACADEMY PUBLICATION.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.