VOLUME 05 ISSUE 08 AUGUST 2026
Chernet Zerga
Wolkite University
DOI : https://doi.org/10.58806/ijsshmr.2026.v5i8n03Google Scholar Download Pdf
ABSTRACT
The purpose of this study was to assess the practice of teaching speaking skills in public and private schools. To achieve the objectives, a descriptive survey research design was used. Classroom observation, questionnaires for students, and interviews with teachers were the major instruments used to collect data for the study. The sample of the study consisted of fifty-six grade 10 students and three English language teachers. The students were selected using simple random sampling techniques. A questionnaire consisting of basic types of activities, techniques and strategies for learners; the data were collected from public and private secondary schools’ English language teachers and students. The collected data were analyzed through thematic data analysis methods. From the data analysis, it was found that there was limited opportunity to practice the English language in public schools, within the limited opportunities, the students in public schools were not encouraged to practice speaking in the English language classroom contexts. Moreover, in public schools there was no friendly classroom environment created for students to practice speaking in the English language classroom; private school teachers were supporting their students when they faced difficulty speaking sessions but, public school teachers were not correcting students’ errors during speaking, teachers in public schools were not giving clear instruction and context for speaking, question and Answer was the speaking activity frequently used by both public and private school teachers to teach speaking skills. The study also found factors affecting teaching speaking skills in public and private schools, and these were: shortages of time, large class size especially in PS, limited use of speaking activities, teachers intention of focusing on teaching the structure of the language, lack of instructional materials like audiovisuals, absence of opportunities to practice speaking in the English language outside the classroom, absence of teachers' encouragement for students to speak in the English language, especially in PS. Based on the findings the following recommendations were forwarded. A framework should be prepared by the stockholders (parents, teachers, school administrators and students) to transfer good practices regarding the teaching of speaking skills from private schools to public schools and also from public schools to private schools
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Cite this Article: Zerga, C. (2026). An Investigation of the Practices of Teaching Speaking Skills: Grade 10 Private And Public Schools of Emdibir City Administration in Focus. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(8), 2092-2115. https://doi.org/10.58806/ijsshmr.2026.v5i8n03