Browsing by Author "Mohammed Seman"

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    An Investigation into the Constraints Affecting the Teaching and Learning of Speaking through the Communicative Language Teaching Approach: The Case of Grade 10 at Entoto Amba Secondary School
    (Addis Ababa University, 2026-06-01) Mohammed Seman; Abebe G/Tsadik
    This study investigated the pedagogical practices and constraints in teaching speaking through the Communicative Language Teaching approach at Entoto Amba Secondary School. A descriptive research design employing a mixed-methods approach was used. All Grade 10 English teachers were selected using total population sampling, whereas 200 Grade 10 students were selected using proportionate stratified sampling. Data were collected using questionnaires administered to students, semi-structured interviews with teachers, classroom observations, and Grade 10 English student textbook analysis. Quantitative data were analysed using SPSS (Version 27.0) to compute frequencies, percentages, and mean scores, while qualitative data were analysed thematically. The study found that overcrowded classrooms constrain the implementation of communicative speaking activities, resulting in reduced student participation and limited opportunities for meaningful oral interaction. This challenge was further compounded by limited access to learning materials, insufficient audio-visual resources, and the relatively short amount of time available for speaking practice. The study also revealed that speaking is not emphasized in classroom exams, leading teachers to prioritize grammar, vocabulary, and reading comprehension. Opportunities for practicing English outside the classroom were rare. Communicative speaking activities such as role plays, pair/group work, and real-life tasks were rarely applied, although teachers encouraged participation. In addition, students showed high levels of speaking anxiety and reduced confidence in speaking English. The analysis showed that the speaking activities in the Grade 10 English student course book focused more on language forms than on communicative use. It was also observed that the activities provided limited support for the gradual development of students' speaking skills. In conclusion, efforts to implement CLT in speaking instruction were outweighed by contextual and institutional challenges. The study recommends increasing the use of interactive speaking activities, providing supplementary materials to support speaking practice, enhancing teachers' classroom strategies through professional development, and incorporating regular speaking assessment tasks into classroom instruction.