Abstract:
The main purpose of this study was to investigate the awareness teachers had and the
implementation of integrated language skills teaching with reference to grade 11 in Debark
and Millennium secondary schools in Debark Woreda. To this end, the study employed
descriptive research design, which involves both quantitative and qualitative data
gathering tools. Accordingly, Debark and Millennium secondary schools were selected to
be the area of the study through convenience sampling technique, and all the 6 EFL
teachers who taught English at grade 11 level in the schools were selected
comprehensively. whereas 240 students were selected by using simple random sampling
(lottery). Three data collection instruments were employed to collect the data, namely,
questionnaires (for teachers and students), classroom observations and document analysis
(text book). Also, descriptive statistics like frequency and mean, and inferential statistics
such as Independent T-Test were used to analyze the quantitative data. The findings of the
study indicated that the teachers had better conceptual understanding of integrated-skills
teaching approach. Moreover, the teachers rarely used communicative activities and
project work when they taught language skills in integration. and they hardly used various
teaching aids and equipment when they taught language skills in integration. Statistically,
it was found out that there was no significant mean difference between EFL teachers’
awareness and practice of language skills integration. As a result, based on the findings,
many of the teachers were not able to employ integrated skills teaching approach properly
even though they have good awareness about the approach. The results of the study also
recommended educational institutions had better refresh teachers’ ways of teaching
concerning to English language teaching skills. What is more, according to the findings the
researcher forwarded some recommendations with the hope that the use of variety,
interesting and communicative activities would contribute to the implementation integrated
language skills teaching.
