Abstract
Speaking activities are educational procedures used to motivate learners through experience and exposure. Therefore, this research investigated EFL teachers’ practices and implementations of speaking skill activities in the Ethiopian grade 10 English textbooks. To achieve this objective, 72 grade 10 students, using simple random sampling techniques, were selected to fill in a questionnaire, and 4 EFL teachers were taken using comprehensive sampling techniques for classroom observations and interviews. A descriptive case study research design with mixed methods of data collection and analysis was applied. In order to gather relevant data, one-month observations were carried out by the use of a checklist. Next, a questionnaire with a five-point Likert scale was administered to students. Finally, an interview was also conducted with EFL teachers. The data revealed that EFL teachers rarely present speaking skill activities, and even when they present, they did not motivate students and did not provide clear instructions. Moreover, they mostly used students’ mother tongue (L1) by ignoring the target language, and they were limited only to some common activities and failed to use all or various techniques of presenting speaking skill activities. Therefore, EFL teachers are strongly recommended to follow the four stages of presenting the speaking skill activities.
Highlights
Language is a means of thinking and transferring culture from one generation to another as well as from one nation to another
All primary data collection methods are covered, which provide a lot of information on the topic under investigation. erefore, a descriptive research design with the case study and observational method was used in this study as it is relevant to answer a research question formulated by researchers and helps to achieve the objectives of the current study
Since the primary goal set by the researchers was to describe the data as they occur and to identity EFL teachers practice and the strategies they use while implementing speaking skill activities, this research used both quantitative and qualitative types of data and method of data collection with the help of descriptive research design. is was done due to the reason that the method and design used in this study is the best and suitable to attain and achieve the objectives of the study [25, 26]
Summary
Language is a means of thinking and transferring culture from one generation to another as well as from one nation to another It is a means of communication among people. English is the language for international communication, science, commerce, advertising, diplomacy, and transmitting advanced technology [1] It became a medium of instruction in addition to the aforementioned use in Ethiopia; as a result, all methods and procedures used to teach the English language should be carefully analyzed and investigated each time in order to satisfy the national and international needs of the intended language in the educational context. The aim of language teaching and learning is commonly defined in relation to the four language skills: listening, reading, speaking, and writing. Ur [2] indicated that (. . .) of all four skills (listening, speaking, reading, and writing), speaking seems intuitively the most important: people who know a language are referred to as “speakers” of that language as if speaking included all other kinds of knowledge, and many if not most foreign language learners are primarily interested in learning to speak [2]
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