Investigation into Integrated Major English Language Skills Learning Difficulties of Grade Five Students in Public Primary Schools of Bule Hora Town

Abstract

This research was conducted on the difficulties of learning English for realistic human communication, which integrates major language skills for authentic communicative skills. English, as a worldwide language has great value upon human life. It is the most dominant foreign language in Ethiopia, particularly in education system as medium of instruction, and compulsory subject from the earliest grade. Its acquisition in Ethiopia has been school based particularly in primary level at which the language teaching determines children’s communicative skills; especially, in grade five because the learners are at critical period to learn foreign language. Although teaching English as subject matter begins from kindergarten, the usual observations by teachers, parents, and stockholders shows that majority of Ethiopian students are not capable to communicate even if they have learnt it for long period throughout formal schooling. Both teachers and students are non-native English speakers; it is possible to search what difficulties may grade five students face in: learning English, integrating major language skills, and achieving as a subject matter? Aiming to investigate English language learning difficulty areas in integrating major language skills instruction might help both teachers and learners to alleviate the problems identified. Scholarly related sources were reviewed and ethically accredited. Exploratory research design, mixed method, tools like observation, questionnaire, interview, focus group discussion, and document analysis took place with 4 English teachers and 268 sample representative students of 813 populations from the three participant schools. English language deliverance by natural science graduate teachers, using segregate instruction, teachers ineffectiveness of integrating major language skills, striving for mark than developing communicative skills, using inappropriate methodology, poor language skills of teachers and students, shortage of teaching materials, scoring low mark with no mastery of major language skills are part of the findings. Finally, employing English language graduate teachers, implementing integrative instruction, learners meaningful engagement, developing communicative skills, encouraging independent learning are some ideas forwarded.