Abstract:
This study is aimed at investigating Grade 9 teachers’ implementation of vocabulary teaching strategies in three selected secondary school: Burayu, Mechara and Mojo Secondary Schools which are found in Kellem Wallagga Zone in Oromia, Ethiopia. Subjects of the study were 100 Grade 9 students and 6 English language teachers. Descriptive survey design is used in this study. The data were collected using questionnaires, interview and classroom observation. The collected data were analyzed both quantitative and qualitative methods. The findings of this study indicated that teachers’ frequency of implementation of vocabulary teaching strategies was low. Their low implementation was due to different challenges, such as limited time, limited resources, learner diversity, classroom environment, difficulty of textbooks, students’ lack of motivation, students’ lack of confidence, techniques teachers use when teaching vocabulary and teachers’ interest in teaching words. The finding of this study also indicated that the teachers’ perception affected their implementation of vocabulary teaching strategies. They perceived that positively students engagement in learning of vocabulary learning and instruction. They used strategies such as games, group work, and technology to increase student motivation and participation in vocabulary learning. However, they could not put into practice. The result of this study also indicated that the teachers could not recognize individual differences in teaching vocabulary. Teachers recognize that learners have different needs and preferences when it comes to vocabulary instruction. They perceived that they do not have enough time to implement comprehensive vocabulary teaching strategies and because of lack of time and resources, all of the teachers perceived that it was challenging to explicitly teach vocabulary using variety of vocabulary teaching strategy is challenging. Therefore, teachers should implementation a variety of vocabulary teaching strategies in order to enhance students’ vocabulary learning and use. Finally, the teachers should also provide regular opportunities for students to practice their vocabulary knowledge, such as through writing assignments, oral presentations, and group discussions
