Abstract:
This study was conducted to investigate EFL Teachers’ and Students Perception and practices of
Speaking Strategies: the case of Engibi Bedele Secondary School, Buno Bedele Zone, Oromia
RegionnA descriptive case study was employed to achieve this research goal. Two English
language teachers and one hundred and ninety three students from grade ten were considered to
be the subjects of the study. Questionnaire with a set of closed-ended items were used to secure
relevant data from the students. In addition, a semi-structured interview was designed to elicit
pertinent information from the two English language teachers. The three instruments used for
data collection were classroom observation, questionnaire andsemi-structuredinterview. During
classroom observation, semi-structured observation checklists were used to collect data while the
teachers were teaching in the actual classroom. The researcher has already noticed from the
outcomes of the findings displayed that each teacher has different emphasis and attention to
speaking skills strategies. Secondly, students have insufficient awareness to the importance of
speaking skills strategies and the practices of speaking skills. And also they didn’t have enough
English language words as the research findings displayed, Also research project pointed out
that students do not have sufficient knowledge about speaking skills strategies, and even teachers
have hardly given attentions to these strategies. As the study showed that speaking skills teaching
was not satisfactory and they did not learn the learning strategies properly and in focus. Finally,
teachers also did not give feedback and didn’t evaluate his students properly through speaking
skills. And this can be factors that affect students’ speaking skills strategy and use. To this end,
teachers and students also ought to play prominent role in the teaching and learning speaking.
That is, teachers should use different speaking strategies, clearly tell their students the purpose of
the spoken task, give feedback and correct students’ mistake without interruption which give
room for students’ active participation. On the other hand, students should try to use English in
the classroom confidently, take responsibility to participate in groups/ pair works and etc.
