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The main purpose of this study was to identify EFL teachers‟ speaking practices in teaching speaking skill and how they assess students‟ speaking performance in EFL classroom. The study was conducted in Bambasi town administration, one selected secondary school. The Descriptive survey method was also employed to accomplish the study. In this research, both quantitative and qualitative research methods were employed. The total population of the study was 8 EFL teachers and 407 students. From this total population, the researcher selected 2 teachers by using purposive sampling technique and 61 students by using simple random sampling technique. In order to obtain valid and reliable the data were collected through three data collecting instruments: observation, questionnaires and interview as data collection tools. The quantitative data were analyzed using percentage. The qualitative data were narrated in words descriptively. The findings of this study showed that EFL teachers used a variety of speaking tasks such as: role-play, discussion, debate and pronunciation practices to teach speaking skill in EFL classroom. Additionally, English teachers used various methods like a dialogue in a pair or in a small group, presentation, pronunciation practices and preparing a debate in English classes to assess students‟ speaking performance. This study also revealed that students‟ speaking performance was very poor because of some reasons like lack of being enough vocabulary power, lack of background knowledge of English, lack of interest and afraid of making mistake.
Finally, based on the major findings, the researcher forwarded possible recommendations for the concerned bodies to use adequate teaching speaking practice and improve students‟ speaking skill. English teachers should focus on teaching speaking skill and use only English in English classes in order to improve students‟ speaking skill. They should also use technology when teaching speaking skill in a classroom.
English teachers should motivate students in order that all students practice speaking activities, advise them to avoid afraid of making mistake and encourage them if they make a mistake when speaking in English. They must inform them that they compute with the students who learn at private schools and speak English fluently like Addis Ababa students.
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Speaking assessment techniques should be compatible with the purposes of teaching speaking skill in ELT classroom.
EFL teachers should assess students‟ speaking performance not only after teaching speaking lessons, but also when teaching other language skills such as listening skill, reading skill and writing skill or integrated language skills. They must include communicative activities in different tests. |
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