Hailom Banteyirga(PhD)Amsalu Biresaw2024-11-072024-11-072024-08https://etd.aau.edu.et/handle/123456789/3578The purpose of this study was to investigate student related factors leading to speaking difficulties from both learners and their teachers’ perspectives. In order to achieve the objectives of the study, a descriptive survey study design with a mixed research method was used. The participants of the study were sixty grade nine students and three grade nine English teachers. Three grade nine English teachers and eight grade nine students for interview was selected by Purposive sampling technique. And fifty two students for questionnaire were selected in simple random sampling techniques. The data required for the study were gathered through questionnaire, interviews and classroom observation. The close ended questionnaire was analyzed by counting numbers and percentage quantitatively whereas qualitative data analysis was used to analyzed semi-structured interview and classroom observation. The study revealed that lack of adequate vocabulary ,lack of motivation, lack of confidence, anxiety, mother tongue use, lack of exposure to practice are the major factors that lead to poor performance in English speaking skills. Fear of making mistakes, fear of criticism, the tendency to shift to mother tongue and feeling shy and lack of motivation to express for themselves are some of the major manifestations of poor performance. Based on the research findings, recommendations were made. Teachers have to motivate their students to participate and develop confidence in speaking class. They should also give awareness and advice for students about speaking .They should encourage their students to express themselves in English both in and outside the school. The students should be given enough time to prepare and perform the speaking tasks. Teachers should motivate their learners by asking them to speak about issues that they are highly interested in.en-USEnglish speaking skillsThesis