Abstract:
The purpose of this study was to investigate vocabulary teaching and learning strategies
employed by grade ten teachers and students at Seyo Secondary school in Oromia Regional
State, Ethiopia. The study particularly aimed to find out vocabulary teaching and learning
strategies used by EFL teachers and students in the classroom and to identify major factors
influencing implementation of vocabulary teaching strategies in EFL classes. To this end, the
study employed descriptive case study method comprising both quantitative and qualitative
approaches to inquiry. The study involved Seyo Secondary School which was selected through
purposive sampling. From total population 390 students , 30% of the students became a sample
which is equal to 117 .From this school, the study included all the four English language
teachers (teaching at grade 10 chosen through availability sampling and 117 grade ten students
selected from 390 students using systematic random sampling. In the study, questionnaire,
classroom observation, and interview were used to gather the necessary data from the target
population. For data obtained through questionnaire descriptive statistics (frequencies and
percentages) were employed to analyzed quantitative data in the study. Data obtained from the
classroom observation and interview of the respondents (teachers and students) were analyzed in
qualitative terms. The study revealed that English language teachers and students involved in the
study did not use most of the different types of vocabulary teaching and learning strategies in
EFL classes. The study found that most of the teachers had lack of awareness about the
implementation of different types of vocabulary teaching strategies in an EFL classroom
according to their suitability. The majority of students also rarely used vocabulary learning
strategies due to lack of interest in and emphasis on vocabulary lessons. Based on the findings,
the study provided recommendations Students need to be aware of the advantages of vocabulary
learning through different strategies to their daily life so that they become motivated and there
by actively play their roles in using and practicing of these strategies in teaching and learning
process. Likely teachers had better give equal concern for every aspect of language teaching So
in doing this teachers have to play their own advising, organizing, facilitating and monitoring
role in arousing students
