Assessing Barriers of Real Practicing Speaking Skills in EFL Classroom: The Case of Assosa University, Ethiopia ()
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.
Share and Cite:
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.