Exploring the Perception and Practice of EFL Teachers on Teaching Speaking Skill: Masho Secondary School in Focus

Abstract

The main objective of the study was to investigate the practice and perception of EFL teachers on teaching speaking skills. The study was conducted at Masho Secondary School of Hawzen woreda in Eastern zone, Tigrai. To this end, a descriptive research design was employed to achieve the research objectives. Four EFL teachers and two hundred ten students were selected using comprehensive and simple random sampling techniques respectively. The data were collected through three instruments: semi structured interview, classroom observation and evaluation of the speaking tasks (document analysis). The data gathered through interview and document analysis were analyzed qualitatively and quantitatively and triangulated with the classroom observation data. The findings from the teachers’ responses indicated that teachers have in general positive perception towards teaching speaking skills. The data obtained from the learners’ classroom observation and the teachers’ interview suggested that the learners and teacher practices are considered as key factors in improving the learners speaking skill. Besides, the study signifies that classroom EFL speaking practices and interaction plays an important role in developing the learners’ speaking skill as it provides opportunities for learners to practice their speaking skill in the classroom. Furthermore, teachers need to be aware of the importance of classroom interaction as a strategy to improve the learners’ speaking ability in order to be able to suggest some pedagogical implications for them. What is more, the findings of the research indicated that students enjoy learning - learner interaction and teacher – learner interaction since they consider the classroom as the only setting in which they can practice and improve their speaking proficiency. Based on the findings, it was recommended that EFL teachers should exert their maximum effort to put their beliefs of teaching speaking skills into practice by overcoming unfavorable conditions inside and outside the classroom.