Abstract:
The purpose of this study is to investigate the practices and challenges of vocabulary teaching in EFL classrooms in Burayu Secondary School, Dire Burayu Secondary School and Burka Nono Secondary schools in Burayu Town, Sheggar City, Oromia, Ethiopia grade nine in focus. This study achieved the extent which English teachers implemented the techniques of vocabulary teaching in classroom; identified major problems that teachers face in teaching vocabulary, and explored the attitude of English language teachers towards the teaching of English language vocabulary. In order to achieve these objectives, descriptive survey research type was employed. The sources of data for the study were grade 9 teachers and students at Burayu Secondary School, Dire Burayu Secondary School and Burka Nono Secondary School. Both simple random sampling and convenience sampling techniques were used in this study. As data gathering tools, questionnaires, interview and classroom observation were used. The finding of this study showed that the majority of the teachers do not practice relating vocabulary instruction to students' personal experiences and interests, utilizing online tools, interactive apps, or digital platforms that offer vocabulary building activities and games and using scaffolding and gradual release of responsibility as techniques of vocabulary teaching. The study also identified that students‟ limited exposure to vocabulary, vocabulary overload and its difficulty in selecting which words to teach, students struggle to retain and transfer newly learned vocabulary from the classroom to real life situations, students find it challenging to understand vocabulary words in different contexts, students‟ lack of interest and motivation in learning vocabulary, difficulty of textbooks, lack of using authentic materials and lack of collaboration with colleagues were challenges hindered teachers from practicing vocabulary. Then, the study explored that teachers had good attitude toward ongoing formative assessment through observation, or project based assessments. However, because of lack of time and resources, they prioritized traditional methods such as vocabulary quizzes or tests. Finally, all concerned bodies should work on the identified challenges that hinder the practice of vocabulary instruction. In addition to this, teachers should incorporate activities like discussions, role plays, and games, using of visual aids, such as pictures, diagrams, and the like, encouraging students to read extensively in English and modeling effective vocabulary use in the classroom
