Opportunities And Challenges Of Teaching Speaking Skills Via Communicative Language Teaching (Clt) Method In Efl Classroom: The Case Of Grade 10 At Woldahane Secondary School

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.