Abstract:
The main purpose of this study was to assess factors affecting the implementation of Task-Based language teaching in speaking skills. For this study, four grade 10 secondary schools in Western Hararghe Zone, Oromiya Region were purposefully selected to be the settings of the study. All 16 English language teachers who taught English at Grade Ten levels and two hundred grade ten students were selected as sample for the study. The teachers were selected by using available sampling technique and the students were selected by using random sampling techniques. To achieve the objectives of the study, a descriptive survey design method was employed to study the factors that affect the implementation of task based language teaching in speaking skill. To collect the necessary data for the study, 34 questionnaires for teachers and 35 for students were employed as the main data collecting tools. In addition, classroom observations and teachers’ interview were employed as supporting instruments in order to triangulate the findings. The data obtained from close-ended questionnaires were interpreted and analyzed quantitatively by using frequency and percentage. On the other hand, the data obtained through interview of teachers and classroom observations checklist were interpreted and analyzed by using thematic& narrative methods. The findings of the study indicated that the students’ participation in English speaking class of the target grade level was low, due to the fact that the class was mostly dominated by the teacher. Accordingly, it was found that majority of students were reserved to be silent and listen to their teachers’ explanation rather than actively involved in different classroom activities. Furthermore, the major factors challenging the students and teachers in the implementing of TBLT in speaking skill in the target grade level were found to be the factors related to teachers and students, classroom condition, instructional materials and time shortage and language testing system. Finally, on the basis of the findings, it was recommended that so as to improve students practice speaking in and outside the classroom. Teachers ought to use their efforts to improve the students’ speaking ability.
