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This study aimed to assess challenges encounter the teachers’ practice of using literary texts to teach reading skills:  in case of Abreha Woatsebeha, Alusha , Segno Gebya,and Debo Secondary school. For this, descriptive survey design and both quantitative and qualitative data analyses approaches were employed. The samples were 38 teachers selected using comprehensive sampling. Questionnaire and semi structured interview were data collection tools. Descriptive statistics (frequency and percentage) was used to analyze the quantitative data and thematic narration for qualitative. The findings of the study revealed teachers’ practices of teaching reading skill through literary texts faced challenged by a number of factors. Of which teachers’ and students’ attitude toward literary texts, lack of experience and preparation, text authenticity, difficulty, length, and large class size, students’ motivation, and perception, shortage of time, lack of literary texts in the school, lack of in-service training and supervision are found the major ones. Finally, to meet the needs and interest of the teachers’ and students’, English language curriculum, syllabus designers, should consider their cultural background, linguistic level, and communicative competences. Keywords: literature, text, practice, challenges, Reading Skill DOI: 10.7176/JLLL/70-04 Publication date: July 31 st 2020

Challenges Encounter on Teachers’ Practice of Using Literary Texts to Teach Reading Skills: Some Selected High Schools in Enbse Sar Mider Woreda