The Practice of Teaching Speaking Skills: the case of three Secondary Schools in Gedeo Zone, Ethiopia EsayasTeshomeTaddese (original) (raw)
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Journal of Languages and Culture, 2017
This research was aimed at investigating factors which affect English as a Foreign Language (EFL) students’ speaking skills in Jimma teacher Education College. The subjects of the study were second year EFL students and EFL teachers in the college. Among the 200 second year English Language students in the college, the researcher took 50% as the sample of the study using the simple random sampling technique. To take EFL teacher informants, the researcher employed comprehensive sampling since the number of the teachers was not large. The instruments used to gather data for the research were questionnaire, focus group discussion (FGD) and classroom observation. Among the students, 10% was involved in the FGD. In other words, two FGD consisting of ten students each was done with the EFL students. FGD was also conducted with EFL teachers. The researcher conducted one FGD in which 8 English language teachers participated. Classroom observation in which 5 EFL teachers were seen two times...
Lwitiko Gladson Mwaikuju, 2019
Abstract This study was carried out for the purpose of examining the situation surrounding the teaching and learning of the speaking skill in secondary school. It was carried out in two selected secondary school in Mbeya District, Tanzania. The study objectives were to explore the representation of the teaching and learning of the speaking skill in the policy documents, to find out how the English speaking skill is taught in the classrooms in secondary schools, and to establish the problems students face in the learning of the speaking skill. The study involved 208 respondents which 200 students and eight (8) teachers. The study employed interviews, document analysis, and observation to derive findings. Observations were done in the classroom; teachers and students were interviewed while documentary analysis included documents like the English syllabus for ordinary secondary education (2005), the English language teachers’ manual for ordinary secondary education (2011). Research finding from the schools involved in the study indicates that there is the influence of the situation surrounding the teaching and learning of speaking skills to students speaking abilities. Although the English language is used as the medium of instruction and the speaking skill is taught as part of the long language lesson, more attention should be given to student’s involvement in the learning process by creating space for students to practice the speaking skills inside and outside the classrooms
This study aims to find out effective methods used in classrooms to enhance speaking skills.
2019
The purpose of our study is to investigate works of scholars about the problems of speaking in learning foreign languages. We try to analyze the difficulties in doing speaking exercises in mixed level groups. In our study we refer to Wenden's statement (1986), who noted that we need to find out speaking problems in order to improve speaking skill. According to it, we discovered difficulties in speaking of students in mixed level groups. These difficulties helped us to find the ways of improving students' abilities to speak authentic materials and apply them in communication. Problems in speaking in mixed level groups were taken from the results of questionnaire. Students' questionnaire determined the effective ways of using role plays and various activities in practice. The result of our study showed that different creative activities in English classes motivate students to learn foreign languages, and improve knowledge. Speaking as one of the language skills becomes important topics to discuss in language learning process. The discussion topics can be related to the instructional techniques, the learners manifest and produce meaningful and appropriate utterances .
CHALLENGES OF TEACHING AND LEARNING OF SPEAKING SKILLS IN SECONDARY SCHOOLS IN TANZANIA
The purpose of this study was to explore the challenges of teaching and learning of speaking skills in English subject at secondary schools in Tanzania. The study employed qualitative research approach, a case study design with a total of 56 participants. Data were generated through semi-structured interviews, focus group discussion, classroom observation and documentary review. The study findings revealed that there were a number of challenges of teaching and learning of speaking skills. These are linguistic difficulties, mother tongue use, inhibition, teachers' perceptions and tacit beliefs. Others are limited authentic materials, limited supportive environment, limited oral assessments and low students' selfmotivation. The study concludes and recommends that the actual description of those challenges need to be recognised and understood, thus, they can be alleviated through giving this skill more emphasis and attention. Numerous concerns such as teachers, students, learning environment and assessment regulation should be taken into an account.
2019
This study examined instructional methods in the teaching of speaking skills in English language in advanced-level secondary education in Ilala Municipality. The study sought to achieve three objectives: To explore English subject teachers’ perceptions on the teaching of speaking skills in English language in advanced-level secondary education, examine teachers’ instructional practices in the teaching of speaking skills in English language in advanced-level secondary education and to explore the challenges facing the teaching of speaking skills in English language in advanced-level secondary education. The study employed qualitative research approach and a case study design. Purposive sampling was used to select three public advanced-level secondary schools and 62 participants were involved in the study including three heads of school, three academic masters/ mistresses, eight English subject teachers and 48 form six students. The data collected through interview, observation, documentary review and focus group discussion methods were subjected to thematic analysis. The findings of the study revealed that English subject teachers had different perceptions towards the teaching of speaking skills. Four out of eight teachers perceived the teaching of speaking skills as essential in teaching and learning while other four out of eight teachers perceived the teaching of speaking skills as the most difficult component in language teaching. Moreover, the findings revealed that discussions and presentations as well as questions and answers are the most common instructional practices in the teaching of speaking skills. Furthermore, findings revealed challenges facing the teaching of speaking skills such as limited authentic teaching and learning materials, limited regular in-service training for English subject teachers and limited supportive environment towards speaking of English language. Similarly low students’ self-motivation and commitment towards speaking English language as well as limited oral assessment. The study concludes that English subject teachers’ perceptions may influence the teaching process of developing speaking ability of learners. The manner in which discussions and presentations as well as questions and answers activity were conducted may not render students opportunities to practice speaking English language to communicate. Teaching of speaking skills so as to develop students’ ability to communicate using English language becomes less effective due to challenges facing the teaching of speaking skills. The study recommends that in order to improve the teaching of speaking skills, there should be ongoing provision of in-service training for English subject teachers to equip them with knowledge and skills to teach speaking skills. In addition, English subject teachers need to manage and supervise classroom discussions by ensuring students use English language when participating in the discussion.
2021
The purpose of this study was to explore EFL teachers' perception and implementation of the speaking tasks in Koma and Jaragedo Secondary and Preparatory Schools. In order to answer the objectives of the study, descriptive survey research design was used. The data were gathered through questionnaire, interview and classroom observation. Comprehensive sampling was used to select teachers for questionnaire and random sampling technique was used to select teachers for interview. Besides, the four randomly selected EFL teachers' actual teaching-learning process of speaking lesson was observed and analyzed. The data collected through the above data gathering tools were analyzed using both qualitative and quantitative data analysis techniques. Data gathered through questionnaire were analyzed using quantitative method while data gathered through observation and interview were analyzed qualitatively. The findings reveal that teachers didn't have clear understanding about effective teaching methods of speaking tasks and they commonly used traditional techniques (especially question and answer, lecturing and dialogue repetition) to teach speaking tasks. Furthermore, the findings portrayed that the students' low interest to learn speaking, use of their mother tongue, lack of awareness on the importance of speaking tasks, afraid of making mistakes, focus on grammar, poor background and read texts instead of speaking orally were major challenges that teachers faced in teaching speaking skills. Teachers also have lack of awareness about current techniques of teaching speaking skills. Based on the findings of the study it was recommended that teachers should encourage and make the students practice speaking skill both in and outside of the classroom instead of rushing to cover the text book.
Journal of language and cultural education, 2023
To enhance learners' speaking proficiency, teachers' beliefs and classroom actions have crucial impacts in EFL classes. This study was conducted to investigate EFL teachers' beliefs and practices in teaching speaking skills at secondary schools in Ethiopia. The study adopted descriptive and correlational research designs in which the data were collected through quantitative and qualitative methods. Sixty-four EFL teachers from some selected secondary schools were taken as a source of data. Data were collected using questionnaires, classroom observation, and semi-structured interviews. The quantitative data were analyzed using descriptive statistics: frequency, percentage, and mean. Two-tailed Pearson correlation was also used to show the relationship between teachers' beliefs and their classroom practices. Qualitative data were analyzed in a verbal and narrative description. The findings from the teachers' responses indicated that teachers have in general positive beliefs towards teaching the speaking skills communicatively. However, classroom observation results revealed that EFL teachers' practices of teaching speaking skills contradict what they believe to be. The overall result indicated that teachers were not teaching the speaking skills as per language teaching theories, methods, and mainly to their stated beliefs. The study also showed a moderate positive relationship between teachers' beliefs and practices regarding teaching speaking skills. Based on the result, it was recommended that the Ethiopian Ministry of Education should offer in-service professional development programs that focus on classroom teaching of speaking skills to teachers. EFL teachers should also exert their maximum effort to put their beliefs of teaching speaking skills into practice by overcoming unfavorable conditions inside and outside the classroom environment.
Teaching Speaking Skills: Challenges of using Integrated Approach in Secondary Schools in Kenya
Journal of Education and Practice, 2014
The integrated approach to teaching English language in secondary schools in Kenya was introduced in 1986 with the inception of the 8-4-4 system of education. One of the aims of this approach in Kenya was to address the problem of poor oral skills among form four school leavers. However, evaluation of the challenges teachers face in using this approach to teach has not been adequately done. Thus a study was carried out in 2010 to identify and suggest solutions to these challenges to teaching speaking skills in English in secondary schools. This study was important because English as used in real life situation is integrated. Additionally, speaking skill is key to effective communication. When one has control of language he/she feels confident and comfortable when talking to other people. Communication is important in any carrier. A descriptive survey was carried out in secondary schools in Eldoret Municipality. This paper is, therefore, an overview of the results obtained from the study. A total of 7 secondary schools, selected using multiple sampling techniques made up the study population. Fourteen Form Three teachers of English language responded to the questionnaires, while fourteen speaking skill lessons were observed and tape-recorded. The study adopted a mixed methods approach and subsequently analyzed the data using both descriptive and inferential statistics. The study revealed that all schools, irrespective of their category, faced similar challenges in the use of the integrated approach in teaching speaking skills. The major challenge for the integration of language and literature in teaching speaking skills was its demanding nature in terms of preparation and time requirements. Other challenges included shortage of teaching time, large number of students in the classroom hampering the use of more effective approaches in teaching, and mother tongue interference. From these findings, teachers would want to see the need to organize skill-based workshops and seminars to give teachers necessary capacity on how to integrate the approach in the classroom activities among other solutions. The study makes recommendations to the Ministry of Education to ensure that all schools have adequate human and non-human resources for teaching speaking skills.
2017
The main objective of this study was exploring learners’ speaking problem in EFL classroom for formulating problem for more prices investigation in Ethiopia particularly, in Some Selected public and private Schools in Hadiya Zone. It was attempted to explore learners’ problem in verbal communication skills in English classrooms. Exploratory research design was employed in this study. To get data regarding the issue and to achieve the objectives, participant observations were used especially researcher’s experience survey as a main tool. Moreover, in order to strengthen data gained through observation; interview of some selected teachers from schools was used to gather data from experienced teachers in the area. The researcher also interviewed university instructors to identify existence of communication problem of learners who join university from different preparatory schools. in the interview, five teachers participated as respondents. Data gathered through each instrument was ana...