Share This Article:

Assessing Barriers of Real Practicing Speaking Skills in EFL Classroom: The Case of Assosa University, Ethiopia

Full-Text HTML XML Download Download as PDF (Size:301KB) PP. 330-342
DOI: 10.4236/jss.2020.83030    18 Downloads   38 Views
Author(s)

ABSTRACT

This study assessed barriers of real practicing speaking skills during EFL sessions at Assosa University, college of social science first-year students in focus. To achieve the objectives of the study, questionnaire, interview and observation were employed to collect data from the respondents. The data collected through questionnaire were analyzed using frequency and percentage whereas the data collected via interview and classroom observation were narrated qualitatively. The data obtained in different instruments were triangulated in order to check the reliability of the finding. The finding of the study suggested that majority of the students were not interested to use English daily, and there were the resistance of the learners not to speak in English as well as not to actively engage in collaborative learning. The result of the study also revealed that students had a negative perception towards the practice of speaking skills during EFL sessions. In general, students’ background, unwillingness of the students to speak and students’ resistance of active learning techniques were the major factors that influenced the real practicing of speaking skills during EFL sessions. Following the finding of the study, the recommendations were suggested in order to solve the problems encountered.

Cite this paper

Desalegn, M. (2020) Assessing Barriers of Real Practicing Speaking Skills in EFL Classroom: The Case of Assosa University, Ethiopia. Open Journal of Social Sciences, 8, 330-342. doi: 10.4236/jss.2020.83030.

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.