Teaching Oral Skills in Ethiopian Secondary Schools: Practices and Challenges
DOI:
https://doi.org/10.26817/16925777.1901Keywords:
accuracy, oral skills, secondary school, fluency, Ethiopia, classroom challenges, EFLAbstract
The main aim of this study was to investigate the practices and challenges associated with teaching oral skills in selected secondary schools in the East Wollaga Zone, Ethiopia. To achieve this, the researchers employed a comprehensive survey design. The participants included 11 high school English teachers and 270 ninth-grade students. Data collection methods consisted of questionnaires, interviews, and classroom observations. The analysis and interpretation of the findings revealed that the teaching of oral communication skills relies heavily on a limited number of interactive activities. There is an imbalance between the emphasis on accuracy and fluency in oral skills, with a stronger focus on accuracy. Challenges faced in teaching oral skills include large class sizes, reliance on the mother tongue during discussions, students' fear of making mistakes, and insufficient time for practicing the target language.
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