Abstract
This study seeks to investigate the challenges facing the teaching of speaking in the Moroccan English as a Foreign Language (EFL) classroom. The study adopted a mixed method design and random sampling to select Moroccan secondary school teachers of English. Data on the challenges hindering the implementation of speaking activities were collected using questionnaires administered to teachers and interviews as well. The data collected were analyzed using Statistical Package for Social Sciences (SPSS). The study yielded that teachers perceive the teaching of the speaking skill as difficult and rank class size as the main challenge hindering the effective teaching and learning of the speaking skill.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The International Journal of Humanities & Social Studies
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
