The study aimed at investigating grade nine students' difficulties in using writing skills in EFL classroom. To achieve the intended objective of the study, descriptive research design was employed. To collect the data for the study, three research instruments were employed. They are: interviews, field notes, and questionnaire conducted with Grade Nine English teachers and students learning at the same grade level. Accordingly, the findings indicated that the practice of writing skill was not satisfactory. As it was revealed in the study, the teaching/learning activities using the writing skill in the actual classrooms of Grade Nine were not largely in line with the principles of skills teaching strategies. According to the present researchers' investigation, the following difficulties were identified as major constraints affecting the use of writing skills, the poor back ground of the students towards the writing skill English, lack of classroom facilities, lack of appropriate teaching materials, lack of understanding about writing skills, and lack of motivation towards writing skill were crucial challenges that impeded the writing skills during the English lessons. According to the information provided by participants, shortage of time become one of the factors that hinders from expressing themselves in writing, were the most outstanding ones. Finally, recommendations were forwarded.

The main purpose of this study was to explore Challenges of teaching vocabulary using task based instruction at Bodit Secondary and Preparatory School. It is believed that without adequate knowledge of vocabulary, one cannot express him/herself appropriately even if he/she master the grammar of the language and if it is implemented effectively when teaching vocabulary using task based instructions. Communicative language teaching approach was introduced as a main language teaching approach in our country (Ethiopia) two decades ago. However, the vocabulary skill of our high school students is not expected at their level. For example; sometimes students fail to use basic words for communication and even cannot express themselves clearly. The researchers employed descriptive research design in order to gather the needed information to achieve the stated objective and answer the research question. All of eight teachers were selected for this study through convenience sampling technique. To collect valuable and relevant data, interview and classroom observation were used. The semi-structured data transcribed and transformed into textual data form. The observation checklist data were changed to frequency of the numbers. Data was analyzed through cross tabulation and its analysis focused on the thematic expression. The study divulged that majority of English language teachers' they face problem in teaching vocabulary via the task based instruction. The enlisted factors can be grouped into related themes: teacher related, student and facility related factors. Finlay, bearing in mind that divulged in the findings, the respondents listed different factors that affect teaching vocabulary through the task based instruction. Hence, the concerned bodies should fulfill he facility related factors that can affect the teaching of vocabulary via task based instruction, and the student and teacher related factors should mitigate through well-built mobilization.