An Investigation Of Practices And Challenges Of Grade 11 Efl Learners Oralcommunication At Bulbul Secondary School

Abstract

The objective of this research was to investigate the practices and challenges of EFL grade 11 learners’ oral communication skills at Bulbul Secondary School. To this end, a mixed research methods that is descriptive with qualitative and quantitative approaches were used. Sixty-four students were selected from grade 11 using simple random sampling technique and two English teachers at the school were selected using comprehensive sampling. The data was gathered through questionnaires, interviews and observations. The questionnaires were used to study the current students’ participation level and the challenges they face in learning oral communication .In addition, classroom observation was conducted to triangulate the data obtained through the questionnaires and interviews. Statistical tool such as percentage and frequency were used to analyze the collected data. SPSS version 26 was used for the purpose of statistical testing. The result of the study revealed that the current level of the students’ participation in oral English of the target grade is low, due to the fact that class were mostly teacher dominated .Accordingly, it was found the majority of students were supposed to listen to their teachers’ talk rather than actively involved in speaking activities. Besides, the main challenges influencing the learning of English speaking skills in the target grade level were found to be the challenges related to teachers and students. The findings indicated the existence of challenges related to teachers, such focusing only grammar, vocabulary and linguistic items, teachers lack of giving different opportunities to students to practice speaking, teachers lack of proficiency to use multiple techniques and strategies. The findings also revealed the challenges related to students, like, lack of confidence, lack of participation, poor speaking background and use of mother tongue. Based the findings, it was recommended that teachers should encourage students in speaking practices to improve their ’participation, above all, teachers should let students to practice speaking and encourage them to use English by participating in pair, group and individual activities in the classrooms. Teachers should use modern methodologies which ensure learners’ active participation in English oral practical activities. To promote learning speaking, both English teachers and students have to play their appropriate roles