EFL Teachers’ Perception and Implementation of the Speaking Tasks: The Case of Koma and Jaragedo Secondary and Preparatory Schools, South Gondar Zone, Ethiopia

Asafew Kelebu

doi:10.7176/jlll/78-01

Abstract

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. Keywords: Task, awareness, practice, teaching DOI: 10.7176/JLLL/78-01 Publication date: April 30 th 2021

Highlights

1.1 Background of the Study English is spoken all over the world in daily interaction of different purposes
As it is seen from the above table, the finding confirmed that when respondents were asked whether question and answer practice helps the students to promote speaking skills, 76.7% of the teachers perceived question and answer technique should be used to teach speaking skills ( See Table 1)
23.3% of them disagreed against the item "There is no enough time to practice speaking skills." The finding depicted that shortage of time is one of the challenges in teaching speaking skills

Summary

Introduction

1.1 Background of the Study English is spoken all over the world in daily interaction of different purposes. In Ethiopia, English is the most important foreign language that has been taught as a subject from primary schools up to higher institutions and used as the medium of instruction for other subjects from secondary schools to tertiary institutions. The mastery of language skills helps us to be successful in technologies and academic achievement. Speaking skill is crucial part of second or foreign language instruction. In relation to this, Nunan (1998) mentions that speaking skill is an essential process for learning language. Speaking is regarded as a critical skill in learning second language by most learners and their success in learning a language is measured in terms of their accomplishment in oral communication. Speaking is very important, it was not given attention in language learning and teaching in the past

Objectives

Methods

Findings

Conclusion