Efl Teachers’ Implementations of Strategies of Contemporary Theories of Language Teaching and Its Challenges: The Case of Grade 12 English Teacher in Selected Secondary Schools in Ambo

Abstract

The purpose of this study was to investigate EFL teachers’ practices of strategies of contemporary theories of language teaching and its challenges in the case of grade 12 secondary schools of in Ambo town in 2023. The subjects of the study were 15 English language teachers. The data were collected through questionnaires and interviews. The schools were included based on convenience sampling techniques. Three (3) secondary schools were selected using a simple random sampling technique out of 5 secondary schools, and the subjects were selected in a comprehensive sampling technique since they are manageable. Quantitative data were analyzed through SPSS Version 20, whereas the interview was analyzed qualitatively. The findings of this study indicated that the teachers sometimes practiced: inquiry-based learning, culturally responsive teaching, mindfulness and social-emotional learning, differentiated instructions, student-centered learning, metacognitive strategies, and adapting the existing materials as strategies of implementing current theories of language teaching. However, the teachers rarely practiced other strategies like personalized learning, blended learning, flipped classroom, project-based learning, gamification and game-based learning, and technology integration. The study also identified that institutional constraints, large class sizes, time constraints, limited training, professional development, language context, and, teacher knowledge of subject matter and beliefs, resources, and lack of technical skills affected the implementation of contemporary theory in the EFL classroom. Therefore, teachers should integrate different modern theories and theorize based on their students' needs, goals, and the specific learning context. Finally, addressing the identified challenges requires a collective effort from educators, policymakers, administrators, and stakeholders in education. Based on the findings and conclusion of the study, recommendations are forwarded.