Abstract:
This study was aimed to investigate the challenges in teaching and learning speaking in the English
classrooms of Gore Secondary School. The study was conducted to find out the challenges that the
students and teachers face while they are teaching and learning speaking skill, to investigate the impacts
of this challenges and to see what the students and teachers employ to solve these challenges. To achieve
the purpose of the study a descriptive case study research design that includes qualitative and quantitative
approach were used. For this 42 grade 9 students and 6 English language teachers were involved. The
students were selected using systematic random sampling technique whereas the teachers were selected
comprehensively. The instruments used to collect the data were questionnaires, interviews and
classroom observation. The data were analyzed by using both quantitative and qualitative data analysis
methods. Quantitative data were analyzed using simple descriptive statistics and qualitative data were
interpreted, summarized and added to the quantitative data to support the data. Finally, the data were
integrated to create the holistic picture of the study. The result showed that the existence of problems
related to students, such as poor back ground of speaking experience, fear of making mistake, anxiety,
problems of motivation, problem of self-esteem, lack of confidence, shyness, lack of basic language skill,
problems of listening, having limited vocabulary. The findings also revealed the problems related to
teachers such as, teachers’ beliefs about language learning and teaching and teachers’ methodology of
teaching. The study also related with instructional materials like, lack of textbook. In case of the findings,
it was recommended that in order to improve the students speaking abilities above all, students have to
practice speaking English with their classmates inside and outside the classroom. The teachers’
teaching methodology should be changed from teacher-centered to student-centered. On the other hand,
to enhance students’ English speaking skill, both students and English teachers are required to play their
appropriate role in their weaknesses.
