Strategies and Challenges in Teaching Speaking at Secondary Level
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Department of English Education
Abstract
This research study explores the various strategies employed by English language teachers in Nepal to improve students' speaking skills at the secondary level. Despite English being a compulsory subject in Nepal, students often face challenges in spoken communication due to limited exposure and insufficient practice time dedicated to speaking. The primary objectives of this study are to gain insight into teachers' challenges in teaching speaking and to identify the strategies commonly used by ninth-secondary level English teachers.
The research methodology includes a survey-based approach conducted with ten English teachers from different community based schools in Sunsari District, supplemented by a thorough review of relevant literature. The findings from open ended-ended and closed-ended questions reveal a diverse range of strategy preferences, with "Role Play" emerging as the most favored strategy among teachers. Furthermore, the study sheds light on the use of interactive strategies by teachers, although opinions regarding their effectiveness vary. Open-ended questions provide valuable insights into the challenges faced by teachers when teaching speaking skills in Nepal, including linguistic diversity and resource constraints.
In their pursuit of enhancing students' speaking abilities, teachers employ a multifaceted approach that encompasses role plays, discussions, and the integration of technology into English Language Teaching (ELT) classes. Effective strategies identified in this study include role plays, interactive discussions, debates, and the incorporation of authentic materials, all of which emphasize customization to cater to the specific needs of students.This study emphasizes adaptable teaching for improved spoken communication in Nepal, providing insights for educators globally.