Abstract:
The main aim of this study was to assess teachers’ classroom practice of teaching speaking skills,
strategies employed and to identify some problems teachers’ face in class at Dire Enchini Secondary
school. The research was descriptive design in nature and employed both quantitative and qualitative
approaches. For the attainment of the objectives of the study, Out of 530 total students, about 248
students were randomly selected and contacted through survey questionnaire to collect primary data.
Out of these participants, about 243 of them properly completed and returned the distributed
questionnaire. Moreover, additional primary data was obtained through class room observations and
using interview from English teachers. These collected data were carefully processed and analyzed
using excel and SPSS v-20 software to summarize the findings of the study, arrive on conclusions and
forward helpful recommendations for further improvements. Based on the result of the study, the
researcher concludes that English as a Foreign Language teaching was not well practiced as needed at
the school under study. Nevertheless, majority of the students were facing challenges in speaking
English class practices and it was difficult for these students to intended messages of speaking during
the practice. These students fail to clarify whether or not their teachers listening to them in the class that
enable them improve their speaking skills. In relation to teachers and students’ strategies development
to improve their speaking skills, the study revealed that although teachers and students make an effort to
develop students’ speaking skill strategies like group discussion, game play, role play, songs and
problem solving to some extent these strategies less improve students speaking skills. Furthermore,
English as Foreign language speaking teaching practice was mostly influenced by student related
problems than teachers and environmental related factors. Based result of the study, the researcher
recommended that English foreign Language teachers should devise suitable techniques and strategies
to help students improve their speaking abilities. Furthermore, curriculum designers and text book
writers should improve teachers and students close relationship practices, improved assessment practice
and teaching methodologies that could in turn contribute to student speaking learning. Moreover,
teachers should assess and provide relevant feedback, improve commitment level, initiate students to
participate and overcome different teaching problems to equip these students with important speaking
skills in the language.
