Abstract:
The main objective of this study was to assess the practice of teaching /learning speaking
skills in EFL classes: the case of grade 9 at Masho Secondary School. More specifically,
the main focus of this study was to assess the activities and strategies EFL teachers
employed in practice of speaking skill in EFL classroom, the students interpret their
condition of learning or practice of speaking skill in EFL classroom and to assess the
factors affecting students engagement in EFL speaking classroom. The participants were
represented by 5 EFL teachers and 40Masho secondary schools Students. In order to
collect adequate data, 3 instruments were employed such as classroom observation,
questionnaire and interview and the results were analyzed using quantitative and
qualitative methodologies. The qualitative data generated through teachers’ interview were
analyzed and interpreted in narrative forms and the quantitative data from students'
questionnaire and observation were analyzed using descriptive statistics in percentage. The
result indicate that teachers did not use different strategies and techniques to teach
speaking skill in EFL classroom, students were not perform their role, lack of learners
engagement in EFL speaking classroom, low level of learners language proficiency, limited
time, students inhibition, teachers dominant in EFL class room and other classroom related
factors were affects the practice of speaking skill in EFL classroom. Therefore, it was
recommended that teachers, students, text book designers, educators and policy makers
need to further work on improving teacher training, and institutional constraints which
could ensure success in the practice of speaking skill in teaching and learning speaking
skill.
