Strategies for Implementing Integrating Skills Approach in English Classroom at Mida-Kegn Secondary Schools: Teachers’ Practice, Learners’ Reaction and Challenges

Abstract

The study assessed the strategies employed by EFL teachers to implement integrated skills approach in Englishclassrooms at four Mida-kegn Secondary Schools. The study primarily focused on teachers‟ practice, learners‟reactions, and the challenges faced during implementing an integrated skills approach in English classrooms.The study employed a descriptive survey research design to address these objectives. The researcher collecteddata from 41 English language teachers (100% response rate) and 252 students (20% response rate) who wereselected using comprehensive and stratified sampling techniques, respectively. The data collection instrumentsinclude a questionnaire, lesson observation, and focus group discussion. The study analysed the data usingdescriptive (percentage, mean, weighted mean, rank order and standard deviation), and inferential (A Mann-Whitney U test) statistics. The result indicated that the teachers employed a more segregated teaching approachthan an integrated skills approach. Constraints of material resources, teacher- and student-related challenges,and their perception of the demanding nature of the integrated skills approach significantly affected theimplementation of the integrated skills approach. The study recommended that teachers enhance their skills toimprove the implementation of an integrated language skills teaching approach. Learners should also play theirroles in implementing an integrated skills teaching approach. Additionally, schools and relevant authoritiesshould collaborate to facilitate the effective implementation of the integrated language skills teaching approachin the selected schools.