Instructors’ Perception towards Proficiency and Interaction in English Language and the Challenges they face Some Selected Ethiopian Universities in Focus

Abstract

The objective of this study was to examine instructors’ perceived proficiency, interaction in the English language, and the challenges they face in using the English language as a medium of instruction. The study used a descriptive survey design and a mixed-study approach. It took place in six Ethiopian universities. The sample size for the survey study is 295 instructors and 24 (18 deans and 6 department heads) for the qualitative study, and they were from the 2018/19 academic year. A questionnaire, semi-structured interview, and classroom observation were used as research tools. T-tests and ANOVA were employed while Chi-square tests were used to test dependence between language choices as an instructional medium. Instead of analyzing independently, the qualitative data were used to supplement or explain the quantitative finding. The results indicated that instructors perceived that they were proficient in the Basic English language to a high or very high level. To the same extent, university instructors were aware that using English as a medium of instruction in college classrooms was effective. Moreover, significant majorities of instructors choose either English or English and Amharic to be the media of instruction. While qualification differences affected instructors’ English proficiency, gender differences did not. The widely accepted truth in this regard is that English triggers some problems not being the native language of the learners. The paper finally recommends some directions to cope with the challenges.