Speaking activities are educational procedures used to motivate learners through experience and exposure. Therefore, this research investigated EFL teachers’ practices and implementations of speaking skill activities in the Ethiopian grade 10 English textbooks. To achieve this objective, 72 grade 10 students, using simple random sampling techniques, were selected to fill in a questionnaire, and 4 EFL teachers were taken using comprehensive sampling techniques for classroom observations and interviews. A descriptive case study research design with mixed methods of data collection and analysis was applied. In order to gather relevant data, one-month observations were carried out by the use of a checklist. Next, a questionnaire with a five-point Likert scale was administered to students. Finally, an interview was also conducted with EFL teachers. The data revealed that EFL teachers rarely present speaking skill activities, and even when they present, they did not motivate students and did not provide clear instructions. Moreover, they mostly used students’ mother tongue (L1) by ignoring the target language, and they were limited only to some common activities and failed to use all or various techniques of presenting speaking skill activities. Therefore, EFL teachers are strongly recommended to follow the four stages of presenting the speaking skill activities.

Communication capacity (Speaking skill) in English in language education is a difficult task that needs effective guidance and sustainable practice. Therefore, this study aimed at exploring the Implementation of Teaching and Learning English Speaking Skills in Ethiopian EFL Classes. The design of the study was descriptive survey. The participants were 523 students included using simple random sampling technique and 30 EFL teachers using availability sampling technique. To collect data, questionnaire for students and Focus Group Discussions for teachers were used. Mixed method data analysis was used. The result showed that EFL teachers were not using different techniques of teaching English speaking skill, and they were not making sustainable follow up on how learners perform. They also apply teacher centered method than learner’s method. Learners faced challenges from mother tongue influence, lack of confidence, and fear of making a mistake. EFL teachers were also challenged by student related problem like disinterested to be involved in the actual teaching and learning actively, uncomfortably of the school compound, absence of well- equipped English mini-media and bulkiness of the textbook. Thus, EFL teachers should use various techniques, school administration should avail the resource and students should be participatory in their learning.

This study is aimed at investigating the Practices and Challenges in the Implementation of Participatory Teaching Strategies in Ethiopian EFL Large Classes. Large class to the context of this study is a class with many students in one class. To achieve this objective a descriptive research design with quantitative and qualitative data-gathering instruments and analysis was applied. This means questionnaire, observation and interview were a data-gathering instruments used to collect relevant data from grade 12 English language teachers and students. Two teachers were selected using Comprehensive sampling techniques and exposed to classroom observation and interview, whereas 20 students were also selected using simple random sampling techniques and filled the questionnaire. The questionnaires collected from sample students were analyzed quantitatively by using a descriptive statistical method. Teachers’ interviews were analyzed qualitatively. The findings of this study indicated that EFL teachers have a clear knowledge about the implementation of participatory teaching strategies in the classroom, yet they did not frequently use the diverse techniques. The most frequently used techniques of active learning strategies were pair and group work, question and answer, discussion method, and debating. Therefore, EFL teachers are limited to some techniques due to students’ number in the class, and this prominently hampers them not to practice various techniques of active learning strategies. Thus, EFL teachers, administrators, and curriculum experts should develop a clear awareness of the educational benefit of active teaching strategies and act accordingly.

This study is aimed at investigating Practices and Challenges in the Implementation of Participatory Teaching Strategies in Ethiopian EFL Large Classes. Large class to the context of this study is a class with many students in one class. To achieve this objective a descriptive research design with quantitative and qualitative data-gathering instruments and analysis was applied. This means questionnaire, observation and interview were a data-gathering instruments used to collect relevant data from grade 12 English language teachers and students. Two teachers were selected using Comprehensive sampling techniques and exposed to classroom observation and interview, whereas 20 students were also selected using simple random sampling techniques and filled the questionnaire. The questionnaires collected from sample students were analyzed quantitatively by using a descriptive statistical method with the help of SPSS and presented using percentages and mean values, and classroom observation and teachers’ interviews were analyzed qualitatively. The findings of this study indicated that EFL teachers have a clear knowledge about the implementation of participatory teaching strategies in the classroom, yet they did not frequently use the diverse techniques. The most frequently used techniques of active learning strategies were pair and group work, question and answer, discussion method, and debating. Therefore, EFL teachers are limited to some techniques due to students’ number in the class, and this prominently hampers them not to practice various techniques of active learning strategies. Thus, EFL teachers, administrators, and curriculum experts should develop a clear awareness of the educational benefit of active teaching strategies and act accordingly.