Abstract:
The purpose of this study was to examine the practices and challenges of teaching and learning English
conversational skills in case of grade 10. The specific objectives of the study were: to assess grade 1o
English textbook includes the appropriate contents for teaching and learning conversational skills, to
examine the types of techniques that English language teachers are using to teach conversational skills
at Meti secondary school, to identify challenges encountered by teachers while teaching conversational
Skills and to identify challenges encountered by students while learning conversational skills. For this
study, two English language teachers and 50 students of grade 10 were participated. A descriptive
research design was employed to achieve the objectives of the study. Besides, systematic random
sampling was used to select sample of students. To collect the necessary data for the study, opened and
closed interview for 2 teachers, questionnaire for 50 students, classroom observation and textbook
analysis were employed. The data collected by interview and textbook analysis were analyzed
qualitatively and those collected by open ended and closed ended questionnaires from 50 students were
analyzed by their frequency and percentage. As the results of the findings indicate, the conversational
activities are not adequately presented and they are not equally shared in the textbook. As sample, in 12
units, group discussion are presented nine times, whereas, debate is presented one times. Those that are
included in the textbook do not match with student’s competence level, they are not clear and precise,
they are not participatory, they do not initiate students for further practice and they are not interesting.
Concerning the practice, teachers have enough understanding about concepts of conversational skills.
They know the importance of making conversation. However, they do not try their best to teach English
conversation by using different techniques as much as expected from them. They teach conversation
rarely. On the other hand, most of students (76 percent) want to practice conversation with their
teachers. This makes them dependent on their teachers to practice conversation. Teaching
conversational skills takes too much time. Standard class periods make teaching of conversational skills
more difficult are challenges that teachers face while they teach. The challenges students face while they
practice conversation: they are unable to generate their ideas and make correct sentences. Based on the
findings, conclusions are drawn and recommendations are forwarded to improve the implementation of
teaching conversational skills. Material writers should revise grade 10 English text book to improve
weaknesses of conversational skills activities identified by this study. On the other hand, teachers should
initiate students to practice conversation with each other in classroom and outside. And they should give
attention to teach conversational skills as they believe its importance
