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

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