Abstract:
This study attempts to investigate factors affecting grade 11 students’ participation in EFL speaking lessons the case of Loma Bale General Secondary and Preparatory School in Loma Woreda, Dawro Zone, SNNPRS. This study employed Mixed Method Research. The target population of the study was 252 grade 12 students and 4 English language teachers. The sampling technique used for students was simple random sampling and for the teachers was available sampling technique. Three kinds of instruments namely questionnaires, interview and classroom observation were used. Quantitative data were analyzed using simple descriptive statistics such as percentage and frequency where as the qualitative data were interpreted and summarized narrative way. The results showed that in the selected school there were different teachers’ and students’ related factors affecting classroom participation in speaking lessons. Among this fear, anxiety, lack of confidence and mother tongue influence were mentioned as students’ related factors. There were also teacher related factors like pedagogical, lack of encouragement, not using instructional materials and evaluation of participation were the major findings which affect students’ participation. As a conclusion, teachers’ and students’ related factors affect participation in EFL speaking lesson. Therefore, teachers and students should use different strategies to overcome limited participation. For instance, teachers should use student centered methods of teaching, encourage students to take part in speaking lessons, and develop a sense of responsibility to ease the factors affecting students’ participation in speaking classroom. In addition to this learners should focus their speaking rather than their classmates or audiences negative evaluation in order to minimize the difficulties encountered and enhance active participation of students in EFL classrooms of Loma Bale General Secondary and preparatory School.
