Challenges and Practices in Teaching and Learning of English as a Foreign Language: Two Selected High Schools in Kafa Zone Bonga Town, Ethiopia
DOI:
https://doi.org/10.22333/ijme.2026.11580Keywords:
English proficiency, mother tongue interference, student motivation, teaching methods, instructional challenges.Abstract
This research investigated the challenges and practices related to teaching and learning English as a foreign language (EFL) in Kafa Zone, Bonga town, Ethiopia. The study involved 120 students from two randomly selected high schools (60 from each), employing a mixed-methods approach. Data were collected through students’ questionnaire, teachers’ interview, and classroom observations. The findings revealed major barriers, which including a main dependence on the mother tongue in the classroom, insufficient exposure to English practice, and limited students’ engagement in speaking activities. The data from questionnaire highlighted issues, such as ineffective teaching methods and a lack of motivation among students. Moreover, teachers’ dependence on translation and lecture-based instruction limited active learning approach in the EFL classroom. The implications recommend that the need for enhanced teacher training, improved instructional strategies, and a more supportive learning setting to enhance English language skills. Finally, the investigation underlines the need for systematic changes in English language education to better equip students for effective communication in a globalization context.
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