Pedagogical Practices of Speaking Skill Instruction in Secondary Schools

Abstract

Effective speaking skills are crucial in language education as they enhance communication and boost confidence in various social and professional settings. The research attempts to identify the various techniques, methods, and strategies employed by secondary level English teachers in teaching speaking skills at secondary level. The study employed descriptive survey design with a quantitative approach to investigate speaking skill instruction in Lumbini province, Nepal. The target population included 480 secondary-level English teachers with a minimum of five years of teaching experience. Stratified simple random sampling ensured representation from community and institutional schools. Data collection utilized a structured questionnaire with 45 open-ended questions, distributed electronically to ensure anonymity. Findings revealed disparities in time allocation for speaking instruction between community and institutional schools. Most teachers allocate one or two periods per week, with institutional schools dedicating more time. Emphasis on fluency, accuracy, or both varies, with a majority focusing on both aspects. Learner-centered techniques are favored for engaging students, with role play and prepared talks common activities. Motivational techniques include questioning, classroom discussions, and role assignment. Preferred pronunciation improvement techniques involve imitation and recording exercises. Materials like pictures and newspapers are frequently used, while audio devices are favored for teaching. Testing techniques focus on oral questions and picture description. Preferred teaching techniques include picture describing and dialogue/interview/prepared talks. Effective classroom environment and management emphasize well-managed classrooms and limited student numbers. Overall, practices in institutional schools show a greater emphasis on learner-centered approaches and varied activities compared to community schools.