<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>To enhance learners’ speaking proficiency, teachers’ beliefs and classroom actions have crucial impacts in EFL classes. This study was conducted to investigate EFL teachers’ beliefs and practices in teaching speaking skills at secondary schools in Ethiopia. The study adopted descriptive and correlational research designs in which the data were collected through quantitative and qualitative methods. Sixty-four EFL teachers from some selected secondary schools were taken as a source of data. Data were collected using questionnaires, classroom observation, and semi-structured interviews. The quantitative data were analyzed using descriptive statistics: frequency, percentage, and mean. Two-tailed Pearson correlation was also used to show the relationship between teachers’ beliefs and their classroom practices. Qualitative data were analyzed in a verbal and narrative description. The findings from the teachers’ responses indicated that teachers have in general positive beliefs towards teaching the speaking skills communicatively. However, classroom observation results revealed that EFL teachers’ practices of teaching speaking skills contradict what they believe to be. The overall result indicated that teachers were not teaching the speaking skills as per language teaching theories, methods, and mainly to their stated beliefs. The study also showed a moderate positive relationship between teachers’ beliefs and practices regarding teaching speaking skills. Based on the result, it was recommended that the Ethiopian Ministry of Education should offer in-service professional development programs that focus on classroom teaching of speaking skills to teachers. EFL teachers should also exert their maximum effort to put their beliefs of teaching speaking skills into practice by overcoming unfavorable conditions inside and outside the classroom environment.</p>
</abstract>

To enhance learners’ speaking proficiency, teachers’ beliefs and classroom actions have crucial impacts in EFL classes. This study was conducted to investigate EFL teachers’ beliefs and practices in teaching speaking skills at secondary schools in Ethiopia. The study adopted descriptive and correlational research designs in which the data were collected through quantitative and qualitative methods. Sixty-four EFL teachers from some selected secondary schools were taken as a source of data. Data were collected using questionnaires, classroom observation, and semi-structured interviews. The quantitative data were analyzed using descriptive statistics: frequency, percentage, and mean. Two-tailed Pearson correlation was also used to show the relationship between teachers’ beliefs and their classroom practices. Qualitative data were analyzed in a verbal and narrative description. The findings from the teachers’ responses indicated that teachers have in general positive beliefs towards teaching the speaking skills communicatively. However, classroom observation results revealed that EFL teachers’ practices of teaching speaking skills contradict what they believe to be. The overall result indicated that teachers were not teaching the speaking skills as per language teaching theories, methods, and mainly to their stated beliefs. The study also showed a moderate positive relationship between teachers’ beliefs and practices regarding teaching speaking skills. Based on the result, it was recommended that the Ethiopian Ministry of Education should offer in-service professional development programs that focus on classroom teaching of speaking skills to teachers. EFL teachers should also exert their maximum effort to put their beliefs of teaching speaking skills into practice by overcoming unfavorable conditions inside and outside the classroom environment.

EFL teachers’ beliefs and practices in teaching the speaking skills: the case of secondary schools in Bale Zone, Oromia Region, Ethiopia

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

To enhance learners’ speaking proficiency, teachers’ beliefs and classroom actions have crucial impacts in EFL classes. This study was conducted to investigate...

EFL teachers’ beliefs and practices in teaching the speaking skills: the case of secondary schools in Bale Zone, Oromia Region, Ethiopia

Data publikacji: 19 sty 2024

Zakres stron: 36 - 52

DOI: https://doi.org/10.2478/jolace-2023-0013

Słowa kluczowe
EFL teaching, speaking skills, teachers’ beliefs, teachers’ practices, teaching speaking skills

© 2023 Emebet Gemeda Negewo et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

EFL teachers’ beliefs and practices in teaching the speaking skills: the case of secondary schools in Bale Zone, Oromia Region, Ethiopia

Data publikacji: 19 sty 2024

Zakres stron: 36 - 52

DOI: https://doi.org/10.2478/jolace-2023-0013

Słowa kluczoweEFL teaching, speaking skills, teachers’ beliefs, teachers’ practices, teaching speaking skills

© 2023 Emebet Gemeda Negewo et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
EFL teaching, speaking skills, teachers’ beliefs, teachers’ practices, teaching speaking skills