Abstract:
The purpose of this study was to assess strategies employed by English as Foreign Language (EFL) teachers to integrate English language skills at Balami Secondary School. It focused on the researcher’s observation and the reflection of the teachers and students whether or not they were really integrating the language skills in their actual classroom practice. The study also assessed what kind of strategies teachers employed to integrate English language skills. This study employed descriptive type of research design and mixed methods approach. To this end, six Grade9 and 10 English teachers were selected using available sampling technique and two hundred students of Grade 9 and 10 were selected from the total of 1000 in 18 sections using stratified random sampling. Four data collection instruments: questionnaire, semi-structured observation, semi-structured interview and document analysis were employed. The quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) software version 21 and the qualitative data was analyzed in words. The data were analyzed using frequencies, percentage, mean score and standard deviation. The results of the study indicated that EFL teachers did not use better strategies (using group work, debate, cooperative learning, homework, peer-teaching/collaboration, realia, summarizing and note-taking, role play and simulation, etc.) in their actual classroom teaching; rather they widely employed traditional teaching methods so that they do not fulfilled their professional roles to promote the integration of language skills in their actual EFL classroom teaching. Besides, learners did not regularly perform their roles (negotiator, active participant, ask and answer questions, etc.) appropriately to support the integration of the language skills in teaching/learning process in EFL classrooms. Furthermore, the finding of the study revealed that large class size, inaccessibility of technological devices, shortage of enough teaching materials and lack of its authenticity, shortage of time, etc. were identified as the main impeding factors that negatively affects the integration of language skills in teaching/learning process. Finally, based on the findings of the study, the researcher would like to recommend the following insights to alleviate the aforementioned problems in the school under study. Hence, EFL teachers are advised to choose and employ suitable instructional strategies in their actual classes to enhance the integration of language skills. Additionally, learners should regularly fulfill their roles to encourage the integration of language skills in their actual EFL classrooms learning. The school should also prepare language laboratory, provide sufficient instructional resources and standardize the number of students in a class to facilitate the integration of language skills in EFL classrooms. Lastly, the other concerned bodies should give in-service training for EFL teachers to acquaint them with the required suitable strategies and techniques that help the integration of the language skills in EFL classroom teaching
