Abstract:
The purpose of this study was to assess the opportunities and challenges of teaching
speaking skills via CLT in EFL classrooms at Woldehane secondary school. To attain
the stated objectives, a descriptive research method was employed. The study
employed mixed approach methods of descriptive sequential models (quantitative and
qualitative). To select the target population the study used a comprehensive sampling
technique for teachers and Carvalho’s sampling technique to select 50 students. The
instruments used in the study to collect data were adapted questionnaires, interviews,
and classroom observation. The data were analyzed both quantitatively and
qualitatively. The data were analyzed through SPSS version 20 calculating the
frequencies, percentage, mean, and grand mean. The results of the research point out
that the opportunities for teaching speaking skills via CLT in EFL classrooms were
using audiovisual materials and authentic material, providing a relaxed class
atmosphere, and motivating procedures. The finding depicted challenges of teaching
speaking skills via CLT in EFL were teachers’ knowledge and skills gap in practicing
CLT in speaking class, lack of training for the teachers, lack of time, uncomfortable
seating arrangement, lack of students’ interest to participate in a given activity and
absence of supplementary materials in school to teach speaking skills. Also, the
finding indicated that activities and tasks of teaching speaking skills via CLT in EFL
classrooms were designed speaking activities in the form of role play, drama, and
drilling, requiring maximum responses from students, and creating the chance for
students to communicate each other’s from their real life. Therefore, it was
recommended that teachers should practice CLT in teaching speaking skills in
classrooms, develop fertile materials and create relaxed psychological situations, and
design activities and tasks to promote CLT in teaching speaking skills. Students
should participate actively in activities and tasks in the EFL classroom. Finally, all
concerned bodies should take measures to minimize the constraints that teachers face
while they implement CLT in actual classrooms.
