Exploring Factors that hinder Students’ Speaking Skills: The Case of Safari Academy and ROFAM High School (Addis Abeba)
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Date
2024-05
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Addis Ababa University
Abstract
The purpose of this studywas to examine grade 12 high school students’ English language speaking proficiency and thereby explore factors that hinder or facilitate students’ speaking skills. Participants of the study were 64 grade 12 students from Safari and ROFAM private high schools in Addis Ababa. The statistical data obtained from one sample t-test (t= -5.87, SD= .28, SE= .04 and p=.000) showed that English speaking skills were not developed by students. This implies that the English language speaking proficiency of 12 graders in the two sample schools was on average below the expected level as the obtained mean (m= 2.79) is less than the expected mean (m=3.00). Findings from the data revealed reasons for the lack of English language proficiency. To mention some of them, students’ problem of linguistic proficiency, inadequate vocabulary, lack of grammar usage, pronunciation and literary competence. Students
also had problem of fear, shyness, anxiety, attitude inhibition, confidence, and exposure of speaking English. What is more, students had tendency to use their mother tongue. Teachers were also required to be model in terms of speaking skills so that they could influence their students. They were responsible to encourage their students which could help the students to improve their speaking skills using their potential. The study investigated gender distribution,
age, years of service, educational qualifications, and factors affecting English language teaching and students' speaking performance among 29 teachers. Results showed a significant gender imbalance (89.7% male) and a predominance of mid-career teachers with 11-20 years of service (93.1%). Most teachers held a First Degree (62.1%) or an MA Degree (37.9%). Key factors influencing students' speaking skills included teacher encouragement, socio-economic
backgrounds, and psycho-social issues like anxiety. Correlations revealed that students' backgrounds and challenges significantly impacted their speaking abilities and awareness. The findings highlight the need for targeted strategies to address these influencing factors.According to interviews from the student textbook's speaking topics often lack real-world relevance and cultural diversity. Activities could be more engaging with more practical, everyday scenarios
and interactive, group-based tasks. Incorporating current events and diverse perspectives would make speaking exercises more engaging and applicable to real-life conversations.
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English language speaking proficiency