This is a power points of thesis paper which is presented during defense of MA Thesis before Publication. Now, it is published at international Journal of Scientific & Engineering Research in 2022/13/07 page 808-891. You can search and have get it through DOI: 10.14299/ijser.2022.07.05 and used as a reference: ASSEFA, A. (2022). EFL TEACHERS’ AWARENESS, PRACTICE AND CHALLENGES OF ENGLISH LANGUAGE INTEGRATED SKILLS TEACHING: FOUR SELECTED ALETA WONDO CLUSTER SECONDARY SCHOOLS IN FOCUS. International Journal of Scientific & Engineering Research, 13(07), 808–891. https://doi.org/10.14299/ijser.2022.07.05 ABSTRACT The main objective of this research was to investigate EFL teachers' awareness, practice and challenges of English language integrated skills teaching in Aleta Wondo Cluster four selected secondary schools, Sidama Regional State. The researcher employed descriptive survey design involving both qualitative and quantitative approaches. The participants of the study were secondary schools EFL teachers. Multi-stage sampling technique that moves from a broad to a narrow sample using a step by step process was employed to select the four secondary schools and their all teachers who have been teaching English. Cluster sampling technique used to cluster the secondary schools in to three geographical districts. Simple random sampling technique used to choose Hula District of these districts. Comprehensive sampling technique used to select 42 EFL teachers. The researcher gathered the data through questionnaire, interviews and classroom observations. The researcher utilized descriptive statics SPSS V20, frequency, percentage, mean, grand mean and standard deviation for the quantitative data. The qualitative data analyzed qualitatively. The result of analysis revealed that the sample schools English teachers had moderate awareness about English language integrated skills teaching. In addition, the result showed that teachers rarely taught two language skills: reading and writing, listening and speaking, and listening and writing in integration lessons; but they hardly taught any three or four language skills in integration. Moreover, the result of the study showed that there were challenges related to students, to teachers, to schools, and to the national exam. The researcher recommended that awareness creation training should be given to teachers.

1. EFL Teachers’Awareness, Practice and Challenges
of English Language Integrated Skills Teaching:
Aleta Wondo Cluster Four Selected Secondary
Schools in Focus
Thesis Report Defense
By: Alemayehu Assefa
September, 2022
Borena, Ethiopia

2. CONTENTS OF PRESENTATION
•Background of the Study
•Statement of the Study
•Objectives of the Study
•Significance of the Study
•Delimitation of the Study
•Limitation of the Study
•Research Design
•Study Population and
Sampling Techniques
•Data Collection Instruments
•Methods of Data Analysis
•Findings
•Discussion
•Summary
•Conclusions
•Recommendations
CSSH, Dep't of English By Alemayehu Asefa 2

3. Background of the Study
• Many scholars conduct researches for better ways of teaching
English language skills since it has got priority by policy
makers of different world countries’ education system
including Ethiopia (Wubalem, 2019).
• The choice of isolated or integrated English language skills
teaching is one of the factor that can affect students’ English
language proficiency.
CSSH, Dep't of English By Alemayehu Asefa 3

4. Cont…
• English language Integrated skills teaching is a way
which combines two or more language skills:
listening, speaking, reading and writing on the same
topic (Amarech, 2019).
• It is believed as a valuable way to teach students in to
attain real communication skills in TEFL
CSSH, Dep't of English By Alemayehu Asefa 4

5. Cont…
• teachers are the key practitioners to make hard things
easy (Gemechis, 2020).
• However, their level of awareness of teaching language
skills has its own effect on the practice of teaching
learning process in the classroom (Amarech, 2019).
CSSH, Dep't of English By Alemayehu Asefa 5

6.  Historical background
• According to Ostovar-Namaghi and Tajzad (2014),
• Widdowson was one of the first linguists to call for
integrating the four language skills in 1978 during teaching
English
• At the time he could raise learners’ proficiency levels and
• could enable advanced language learning
CSSH, Dep't of English By Alemayehu Asefa 6

7.  Theoretical background
• The theory of integrated skills teaching is based on the
concept that in natural, skills are not separated/isolated,
(Akmal, et.al, 2020); Supported theories:
• Functional Approach and Interactive Approach of language
theories,
• Social Interactionist/Constructivist Theory and Cognitive
Theory of language learning theories
CSSH, Dep't of English By Alemayehu Asefa 7

8.  Benefits of Integrated skills Teaching
• According to Sanzana and Akhter (2017), Permata
(2018), Gross (2020) and Amarech (2019) the
implementation of integrated English language skills:
allow equally supportive growth in all skills,
create a contextual classroom environment where
authentic communication is prioritized and skills are
integrated naturally
CSSH, Dep't of English By Alemayehu Asefa 8

9.  Researcher’s motivation
• Therefore, these great potential and effectiveness of
the implementation of integrated English language
skills,
• are motivated the researcher to investigate EFL
teachers’ awareness, practice and challenges of
implementing integrated skills approach in teaching
English in Sidama Regional State secondary schools.
CSSH, Dep't of English By Alemayehu Asefa 9

10. 1.2. Statement of the Problem
• Amarech (2019) has stated that nature of teaching
integrated skills is based on teacher’s action during a
lesson continuously, need to take account of changing
circumstances.
• teachers' effectiveness in the classroom is very
dependent on how well they can modify and adapt their
actions in the light of how well the lesson is going
CSSH, Dep't of English By Alemayehu Asefa 10

11. Cont…
• Therefore, teachers have to well aware/know
how to integrate skills and
how to put in to practice based on context (Akmal,
et.al, 2020)
CSSH, Dep't of English By Alemayehu Asefa 11

12.  Actual difficulty
• In 8 years experience of the researcher during teaching
and has presented in Sidama Regional State secondary
schools EFL teachers training sessions,
• The teachers stated, although students have learned
English for many years, their level of proficiency is
low in using target language skills contextually.
• they face problems of exchange ideas (oral, written)
CSSH, Dep't of English By Alemayehu Asefa 12

13.  Gaps
•The previous researches gaps were:
•findings gap,
•sampling techniques gap
•schools level gap,
•EFL teachers level of qualification gap,
•sample size (population) gap,
CSSH, Dep't of English By Alemayehu Asefa 13

14. Cont…
•the researcher has read some of the following studies
Endalkachew's (1995) study targeted to integrated-teaching
of listening and speaking at grade eleven level.
•However, this study focused on integrating only two skills.
•In contrast current study will focus on the awareness,
practice and challenges of integrating all language skills at
the same time. CSSH, Dep't of English By Alemayehu Asefa 14

15. Cont…
• In addition, Alemayehu’s (2008) study, aimed to
investigate whether the teaching of integrating
language skills was practiced in three governmental
primary and secondary schools in Addis Ababa.
CSSH, Dep't of English By Alemayehu Asefa 15

16. Cont…
•However, the researcher generalize the findings on 25 English
teacher and mixed level three primary and secondary
schools selected in non-probable sampling techniques.
• In case, the current researcher think, the findings were weak.
• As a result, the current research will cover 12-24 secondary
schools and 105 EFL teachers in probable sampling
techniques CSSH, Dep't of English By Alemayehu Asefa 16

17. Cont…
•Kebede and Seyoum (2015) similarly conducted to assess
the extent of language teachers’ use of the integrate
language skills in teaching and learning of English
language at Jimma College of Teacher Education.
•First his study focused on college 46 students and 6
instructors where as this one will focus on secondary
schools teachers. CSSH, Dep't of English By Alemayehu Asefa 17

18. Cont…
• In addition, there are gaps between Alemayehu (2008)
study’s finding and Kebede and Seyoum (2015)
study’s finding in the same variable
• Alemayehu (2008) had concluded his study finding
that the teachers had high aware of integrated-skills
teaching principles
CSSH, Dep't of English By Alemayehu Asefa 18

19. Cont…
• In contrast, Kebede & Seyoum (2015) had concluded
his study finding that the instructors were not capable
enough on the knowledge of implementation of
language skills integration in EFL classes.
• Therefore, it needs further study.
CSSH, Dep't of English By Alemayehu Asefa 19

20. Cont…
• Moreover, (Cheru, et.al, 2017) assessed the practice of
English language teaching through skills integration in
four primary schools
• This study is also different from the current study in
the level of schools, and level of qualified teachers.
• primary schools teachers are Diploma level whereas
secondary schools teachers are BA and MA degree
CSSH, Dep't of English By Alemayehu Asefa 20

21. Cont…
•Hence, these gaps initiated the researcher to carry out this
study on this title
•As a result, the current study is hoped to fill these existing
gaps in this particular area of the research in the country.
CSSH, Dep't of English By Alemayehu Asefa 21

22.  Research Questions
• The researcher addressed the following basic research
questions:
To what extent do EFL teachers aware of English
language integrated skills teaching?
 How often do EFL teachers practice English
language integrated skills in EFL classroom?
CSSH, Dep't of English By Alemayehu Asefa 22

23. Cont…
What are the challenges EFL teachers face in English
language integrated skills teaching classroom
CSSH, Dep't of English By Alemayehu Asefa 23

24. 1.3. Objective of the Study
• The main objective of this research was to investigate
EFL teachers’ awareness, practice and challenges of
English language integrated skills teaching in Aleta
Wondo Cluster four secondary schools, Sidama
Regional State.
CSSH, Dep't of English By Alemayehu Asefa 24

25. Cont…
•Specifically, the study was intended to:
identify the level of EFL teachers’ awareness of English
language integrated skills teaching in Aleta Wondo Cluster
four secondary schools,
 find out the extent of EFL teachers Practice of English
language integrated skills teaching in Aleta Wondo Cluster
four secondary schools,
CSSH, Dep't of English By Alemayehu Asefa 25

26. Cont…
identify challenges EFL teachers face in English
language integrated skills teaching classroom in Aleta
Wondo Cluster four secondary schools,
CSSH, Dep't of English By Alemayehu Asefa 26

27. 1.4. Significance of the study
• Secondary schools EFL teachers may benefit from the
findings which may hopefully contribute for bringing
the solution to the existed gap of English language
integrated skills teaching.
• It can also serve as guide for the future researchers
• Therefore, researcher will provide copies in each
school as well as in internet access
CSSH, Dep't of English By Alemayehu Asefa 27

28. 1.5. Delimitation of the Study
• This study was delimited to investigate EFL teachers’
awareness, practice and challenges of English
language integrated skills teaching in its content and
• with a particular reference of setting in four secondary
schools at Hula District, in Aleta Wondo Cluster,
Sidama Regional State.
CSSH, Dep't of English By Alemayehu Asefa 28

29. Cont…
• The research design was descriptive survey design
involving both qualitative and quantitative approaches.
• The participants of the study were all Hula District
secondary schools and
• EFL teachers who have been teaching English there.
CSSH, Dep't of English By Alemayehu Asefa 29

30. Cont…
• The researcher gathered the data using questionnaire,
document analysis, interviews and classroom
observations.
• The data was analyzed in descriptive statics SPSS
V20: frequency, percentage, mean, grand mean and
standard deviation for the quantitative data.
CSSH, Dep't of English By Alemayehu Asefa 30

31. Cont…
• The qualitative data analyzed thematically.
• Multi-stage sampling techniques including cluster
sampling technique, simple random sampling
technique and comprehensive sampling technique
were employed
CSSH, Dep't of English By Alemayehu Asefa 31

32. 1.6. Limitation of the study
• the study was conducted on only four schools and 42
EFL teachers
• Conclusions deduced from such a narrow context
CSSH, Dep't of English By Alemayehu Asefa 32

33. 3.1. Research Design
• descriptive survey design involving both qualitative
and quantitative approaches was employed depend
on the title’s variables
• It helps to save economy and rapid turnaround in
data collection (Creswell, 2014)
• it also helps to identify characteristics of a large
population from a small group of individuals
CSSH, Dep't of English By Alemayehu Asefa 33

34. 3.2. Study Population and Sampling
Technique
• The study population was 42 EFL teachers at Hula
District, 4 secondary schools in Alata Wondo
Cluster(Zone), Sidama Regional State.
• There are 13 secondary schools and 137 EFL teachers
in Aleta Wondo Cluster.
CSSH, Dep't of English By Alemayehu Asefa 34

35. Cont…
• However, it was difficult to cover all 13 secondary
schools and 137 EFL teachers this study
• As a result, the researcher addressed 4 (30.8%)
secondary schools and
• 42 (30.7%) EFL teachers in those schools through
multi-stage sampling technique, probability sampling
CSSH, Dep't of English By Alemayehu Asefa 35

36. Cont…
•Multi-stage sampling technique that moves from a
broad to a narrow sample, using a step by step process
(Taherdoost, 2016).
•This is because of diverse population spread over
different areas (Creswell, 2014).
CSSH, Dep't of English By Alemayehu Asefa 36

37. Cont…
• Thus, step-1, the researcher selected Aleta Wondo
Cluster from clusters of Sidama Regional State
through simple random sampling technique.
• Step 2, the researcher divided 13 Aleta Wondo Cluster
secondary schools in to 3 geographical districts: Aleta
District, Daarra District and Hula District by cluster
sampling technique.
CSSH, Dep't of English By Alemayehu Asefa 37

38. Cont…
• Step 3, the researcher chose Hula District by simple
random sampling technique (lottery method).
• Thus, Hula district that had 4 secondary schools was
sampled.
• Step 4, the researcher employed comprehensive
sampling technique and sampled all EFL teachers
who are found in sample schools.
CSSH, Dep't of English By Alemayehu Asefa 38

39. 3.3. Data Collection Instruments
•Questionnaire, classroom observation and interview were
used for data collection based on the nature of variables
•These instruments were also used because of their
suitability for gathering important data for the study.
•In addition, they are important to triangulate the data.
CSSH, Dep't of English By Alemayehu Asefa 39

40.  Questionnaire
• Cohen, et al (2007) state that questionnaire enables a
researcher to collect data from large groups of individuals
within a short period of time,
• The questionnaire had both close-ended and open- ended
questions and
• It filled by all 42 EFL teachers who were sampled through
comprehensive sampling technique.
CSSH, Dep't of English By Alemayehu Asefa 40

41.  Interviews
• Best and Kahn (2014), stated that people tend to be
more interested to talk than to write;
• Therefore, the researcher used semi-structured
interviews /7 items/
• It filled by 8 EFL teachers who were sampled through simple
random sampling technique.
CSSH, Dep't of English By Alemayehu Asefa 41

42.  Classroom observation
•observation gives the firsthand account of situation
under study (Best & Kahan, 2014)
•Eight teachers, who were sampled through simple random
sampling technique,
•were observed in different English lessons in each
sample secondary school.
CSSH, Dep't of English By Alemayehu Asefa 42

43. 3.4. Data Collection Procedures
•Firstly, the researcher collected data by questionnaire
•Then, he gathered data by semi-structured interviews
•Finally, he observed in EFL teachers’ teaching classroom.
CSSH, Dep't of English By Alemayehu Asefa 43

44. 3.5. Methods of Data Analysis
• Both quantitative and qualitative methods of data
analysis were used in this study
• IBM SPSS Statistical Software V20 was used for
quantitative data analysis.
• Most of the data was presented simultaneously in an
integrated manner.
CSSH, Dep't of English By Alemayehu Asefa 44

45. Cont…
• First, the quantitative data gathered was classified and
converted in to frequency distribution and percentages.
• The analysis of frequency distribution was made in
terms of the mean score as well as grand mean of the
statistics.
CSSH, Dep't of English By Alemayehu Asefa 45

46. Cont…
• Finally, qualitative data was analyzed qualitatively
means thematically, in word
• based on the results; analyses, discussions, summary,
conclusions and recommendations were given.
CSSH, Dep't of English By Alemayehu Asefa 46

47. 4.1. Findings
• The researcher analyzed the data based on the order of
the basic research questions
• He searched the answer for these questions through
four data collection instruments: questionnaire,
interviews and observation.
CSSH, Dep't of English By Alemayehu Asefa 47

48. 1. Analysis of Data on EFL Teachers’ Awareness of
English Language Integrated Skills Teaching
• The researcher collected data through close-ended
questionnaire and interviews.
• Therefore, it was analyzed in two sub sections
CSSH, Dep't of English By Alemayehu Asefa 48

49.  Close-ended questionnaire about awareness
• Forty two EFL teachers from the sample secondary
schools filled the 10 items.
• The researcher analyzed using IBM SPSS V20;
Descriptive Statistics: Frequency, Percentages, Mean,
Std. deviation and grand mean
CSSH, Dep't of English By Alemayehu Asefa 49

50. Items Descriptive Statistics: Frequency, Percentages, Mean, grand mean and Std. deviation
Strongly disagree
(1)
Disagree
(2)
Undecided or have no
idea (3)
Agree (4) Strongly agree (5) Total
Mean Std.
deviation
Aw1
13 (31%) 16(38.1%) 13 (31%) 42(100%) 4.00 .796
Aw2
2 (4.8%) 18(42.9%) 16(38.1%) 6(14.3%) 42(100%) 3.62 .795
Aw3
1 (2.4%) 21 (50%) 14(33.3%) 6(14.3%) 42(100%) 3.60 .767
Aw4
1 (2.4%) 8 (19%) 25(59.5%) 8 (19%) 42(100%) 3.95 .697
Aw5
1 (2.4%) 8 (19%) 21 (50%) 12(28.6%) 42(100%) 4.05 .764
Aw6
6 (14.3%) 36(85.7%) 42(100%) 4.86 .354
Aw7
1 (2.4%) 9 (21.4%) 32(76.2%) 42(100%) 4.74 .497
Aw8 2(4.8%)
8 (19%) 19(45.2%) 8 (19%) 5 (11.9%) 42(100%) 3.14 1.026
Aw9 4(9.5%)
9(21.4%) 9 (21.4%) 13(31%) 7 (16.7%) 42(100%) 3.24 1.246
Aw10
1 (2.4%) 15(35.7%) 26(61.9%) 42(100%) 4.60 .544
Grand Mean 3.98
CSSH, Dep't of English By Alemayehu Asefa 50

51. Cont…
• the researcher analyzed the level of EFL teachers’
awareness of English language integrated skills
teaching based on the grand mean value,
• 4.51 – 5.00 as very high level, 4.01 – 4.50 as high
level, 3.51 – 4.00 as moderate level, 3.01 – 3.50 low
level, and below 3.01 as very low level of
understanding CSSH, Dep't of English By Alemayehu Asefa 51

52. Cont…
• Thus, the grand mean value is 3.98.
• This value indicated that EFL teachers had moderate
level of awareness towards English language
integrated skills teaching.
CSSH, Dep't of English By Alemayehu Asefa 52

53.  Interviews about awareness
• Item 7 about training
• Except one teacher, T5, 7 teachers: T1, T2, T3, T4, T6,
T7 and T8 confirmed that they had not gained
adequate pre-service training and/or in-service training
on English language integrated skills teaching
• they have shared experience from their seniors.
CSSH, Dep't of English By Alemayehu Asefa 53

54. 2. Analysis of Data on EFL Teachers’ Practice
of English Language Integrated Skills Teaching
• Data were gathered through
• close-ended questionnaire,
• semi-structured interview and
• classroom observation.
CSSH, Dep't of English By Alemayehu Asefa 54

55. Cont…
Close-ended questionnaire about practice
• Forty two EFL teachers from the sample secondary school
filled the items.
• The items are concerning about how often the teachers
implement English language integrated skills using models
and techniques of integrating English language skills.
CSSH, Dep't of English By Alemayehu Asefa 55

56. Items Descriptive Statistics: Frequency, Percentages, Mean and Std. deviation
Never (1) Rarely (2) Sometimes (3) Usually (4) Always (5) Total
Mean
Std. deviation
Pra1
6(14.3%) 11(26.2%) 13 (31%) 12(28.6%) 42(100%) 2.74 1.037
Pra2
8(19%) 10(23.8%) 14(33.3%) 10(23.8%) 42(100%) 2.62 1.058
Pra3
15(35.7%) 16(38.1%) 7(16.7%) 4(9.5%) 42(100%) 3.00 .963
Pra4
15(35.7%) 13(31%) 8(19%) 6(14.3%) 42(100%) 2.12 1.064
Pra5
13(31%) 18(42.9%) 4(9.5%) 7(16.7%) 42(100%) 2.12 1.041
Pra6
2(4.8%) 12(28.6%) 8(19%) 16(38.1%) 4(9.5%) 42(100%) 3.19 1.110
Pra7
29(69%) 5(11.9%) 8(19%) 42(100%) 1.50 .804
Pra8
38(90.5%) 4(9.5%) 42(100%) 1.10 .297
Pra9
13(31%) 24(57.1%) 5(11.9%) 42(100%) 2.81 .634
Pra10
17(40.5%) 9(21.4%) 6(14.3%) 4(9.5%) 6(14.3%) 42(100%) 2.36 1.462
CSSH, Dep't of English By Alemayehu Asefa
56

57. Cont…
• The grand mean value is 2.35.
• This value indicates that EFL teachers rarely practice
English language integrated skills teaching.
CSSH, Dep't of English By Alemayehu Asefa 57

58.  Interviews about practice
• all interviewee teachers responded as they usually
teach at least two skills in integration: reading and
writing, listening and speaking, listening and writing
• only three of the teachers sometimes teach three
language skills while the five teachers confirmed as
they rarely teach three language skills in any form of
integration CSSH, Dep't of English By Alemayehu Asefa 58

59. Cont…
2. Do you teach your students two or more language
skills which are organized around the same topic or task
at a time? If so,
• In responding to item 2, all the 8 teachers, T1, T2, T3,
T4, T5, T6, T7 and T8, confirmed 'Yes' response
• followed by item 3, 4, 5 and 6,
CSSH, Dep't of English By Alemayehu Asefa 59

60. Cont…
3. Which language skills do you integrate during
teaching listening lesson?
•the respondents responded 'usually' teach listening by
pairing with: vocabulary, speaking, writing and reading.
•rarely teach any three or four language skills in
integration in listening lesson(s) at a time.
CSSH, Dep't of English By Alemayehu Asefa 60

61. Cont…
4. Which language skills do you integrate during teaching
speaking lesson?
• Many of teachers’ interviewees described that they usually teach
vocabulary, listening, reading, and writing in integration in
speaking lesson(s).
• However, the teachers rarely teach the three and the four
language skills in integration in speaking lesson at a time.
CSSH, Dep't of English By Alemayehu Asefa 61

62. Cont…
5. Which language skills do you integrate during
teaching reading lesson?
• all the teacher respondents indicated that they have
been teaching two language skills in integration in
reading lesson(s).
CSSH, Dep't of English By Alemayehu Asefa 62

63.  Result of Observation
• only one teacher partially implemented English
language integrated skills in the English classrooms.
• On the other hand, seven teachers were not observed
in integrating two or more English language skills.
• The classrooms look challenging to teach integrated
skills because of large class size, unavailable materials
CSSH, Dep't of English By Alemayehu Asefa 63

64. 3. Analysis of challenges EFL teachers face in English
language integrated skills teaching classroom
• In this part, the researcher analyzed the data which
was collected through
• open-ended questionnaire items
• semi-structured interview
• from the researchers’ note during classroom
observation CSSH, Dep't of English By Alemayehu Asefa 64

65. Cont…
• Students related factors were students’ lack of
language proficiency and
• students’ attitude towards integrated skills learning
• School related factors were large numbers of students,
• the absence of learning facilities such as teaching aids
and equipment
CSSH, Dep't of English By Alemayehu Asefa 65

66. Cont…
• Teachers related factors were teachers’ limited
knowledge and
• their attitude about how to practically implement
language skills in integration in classrooms,
• The national exam washback effect related factor is
exams can’t test English language integrated skills
CSSH, Dep't of English By Alemayehu Asefa 66

67. 4.2. Discussion
• Alemayehu (2008) had concluded that the teachers had high
aware of integrated skills teaching, whereas Desta and
Getachew (2015) had concluded that the instructors were not
capable enough on the knowledge.
• Thus, the current research finding, participant teachers'
awareness of English language integrated skills teaching was
moderate, supports Desta and Getachew (2015).
CSSH, Dep't of English By Alemayehu Asefa 67

68. Cont…
•Then, the result concerning about practice indicated that
the teachers rarely implemented English language skills
in integration in sample schools.
CSSH, Dep't of English By Alemayehu Asefa 68

69. Cont….
• Finally, the result showed that students’ lack of language
proficiency, and students’ attitude towards integrated skills learning,
• large numbers of students in the classes,
• the absence of teaching learning facilities (Amarech, 2019),
• teachers’ limited knowledge and their negative attitude
• negative washback effect of the national exam were challenges
CSSH, Dep't of English By Alemayehu Asefa 69

70. 5.2. Conclusion
• The result of analysis revealed that the sample schools
EFL teachers had moderate awareness about English
language integrated skills teaching.
• Teachers rarely taught two language skills in
integration in reading, listening, speaking and writing
lessons; but they hardly taught any three and/or four
skills in integration.
CSSH, Dep't of English By Alemayehu Asefa 70

71. Cont…
• Moreover, the result of the study showed that there
were challenges related to students, to teachers, to
schools, and to the national exam can affect English
language integrated skills teaching.
CSSH, Dep't of English By Alemayehu Asefa 71

72. 5.3. Recommendations
• awareness creation training should be given to
teachers
• teachers should teach English language skills in
integration
• They should also overcome the challenges they face
CSSH, Dep't of English By Alemayehu Asefa 72

73. In sum,
• this study adds to existing research on EFL teachers’
awareness, practices and challenges of English
language integrated skills teaching
• with implications for policymakers, practitioners, and
future researchers.
CSSH, Dep't of English By Alemayehu Asefa 73

74. CSSH, Dep't of English By Alemayehu Asefa 74