Teachers’ Beliefs and Practices in Teaching Speaking Skills A Case Study

Main Article Content

Dawit Birhanu
Abiy Yigzaw
Yifter Melesse

Abstract

This article presents the findings of a qualitative case study exploring seven English language teachers‘
(participants) beliefs vis-à-vis their classroom practices in teaching speaking skills at ‗Hidar‘ 11 Secondary
School in Gondar town. I collected data through semi-structured interviews and classroom observations. The
interviews engrossed in participants‘ beliefs. Before the classroom observations, I conducted the background
and situational interviews, and after the classroom observations, I administered the recall interviews. I observed
the classrooms in a natural setting. Thematic analysis was the analytic strategy I used for this qualitative
research. The findings show that participants‘ beliefs and classroom practices did not mirror up-to-date points
of view in teaching speaking skills; they lacked theoretical bases. There were consistencies and inconsistencies
between the two constructs. Participants‘ learning and teaching experiences, lack of pedagogical and content
knowledge, students‘ reluctance to speak, and the school context were some of the factors for the consistencies
and inconsistencies between English teachers‘ pedagogical beliefs and actual classroom practices in teaching
speaking skills. In addition, the consistencies and inconsistencies between beliefs and practices are influenced
by each other; beliefs influence practices at one time, and practices influence beliefs at another time. Hence,
teachers' content and pedagogical knowledge in teaching speaking skills in courses must be developed through
short- and long-term training programs. To make teachers reflective practitioners, their awareness-raising on
beliefs, practices, and applicable skills must be an intrinsic part of all teacher training programs .

Article Details

How to Cite
Birhanu, D., Yigzaw, A., & Melesse, Y. (2022). Teachers’ Beliefs and Practices in Teaching Speaking Skills. The Ethiopian Journal of Social Sciences and Language Studies (EJSSLS), 9(2), 37-56. Retrieved from https://ejhs.ju.edu.et/index.php/ejssls/article/view/4240
Section
Articles
Author Biographies

Dawit Birhanu, University of Gondar

advisee, assistant professor in TEFL, P.h.D, Department of English Language & Literature, College of
Social Sciences & the Humanities

Abiy Yigzaw, Bahir Dar University

Professor in TEFL, P.h.D, Department of English Language & Literature, Faculty of Humanities

Yifter Melesse, University of Gondar

Associate Professor in TEFL, PhD, Department of English Language & Literature, College of Social Sciences & the
Humanities,