ASSESSING THE PRACTICE OF USING CLT APPROACH IN
TEACHING SPEAKING SKILLS: THE CASE OF GRADE 9 EFL
SPEAKING CLASSES AT MERTI SECONDARY SCHOOL
MA THESIS
ABADI HABTE
OCTOBER 2015
HARAMAYA UNIVERSITY, HARAMAYA
ASSESSING THE PRACTICE OF USING CLT APPROACH IN
TEACHING SPEAKING SKILLS: THE CASE OF GRADE NINE EFL
SPEAKING CLASSES AT MERTI SECONDARY SCHOOL
A Thesis Submitted to Postgraduate Program Directorate
(School of Foreign Language and Journalism)
HARAMAYA UNIVERSITY
In Partial Fulfillment of the Requirements for the Degree of
MASTER OF ART IN TEFL
By
Abadi Habte
October 2015
Haramaya University, Haramaya
ii
HARAMAYA UNIVERSITY
We hereby certify that we have read and evaluated this Thesis titled by Assessing the
Practice of Using CLT Approach in Teaching Speaking in the EFL Classes: The case of grade
nine at Merti Secondary School Prepared under our guidance by Abadi Habte. We
recognized that it be Submitted as Fulfilling the Thesis requirement.
Wondifraw Mihret (Assist. Prof.)
_______________
Major advisor
Dr. Alemayehu Getachew
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Co- advisor
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date
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date
As members of board of examiners of the M.A. Thesis Open Defense Examination, we certify
that we have read and evaluated the thesis prepared by Abadi Habte, and examined the
candidate. We recommend that the thesis be accepted as fulfilling the Thesis requirement for the
Degree of Master of Arts in TEFL (English).
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Final approval and acceptance of the thesis is contingent upon the submission of the final copy to
the council of graduate studies (CGS) through the Department Graduate Committee (DGC) of
the candidate’s major department.
iii
DEDICATION
I dedicate this thesis manuscript to my wife W/ro Tiru Abebe and my four children who were
praying for me from the beginning to the end, giving me words of advice and encouraging me to
complete this thesis.
iv
STATEMENT OF THE AUTHOR
By my signature below, I declare and affirm that this Thesis is my own work. I have allowed all
ethical and technical principles of scholarship in the preparation, data collection, data analysis
and compilation of this Thesis. Any scholarly matter that is included in the Thesis has been given
recognition through citation.
This Thesis is submitted in partial fulfillment of the requirements for MA degree in TEFL at the
Haramaya University. The Thesis is deposited in the Haramaya University library and is made
available to borrowers under the rule of the library. I solemnly declare that this Thesis has not
been submitted to any other institution anywhere for the award of any academic degree, diploma
or certificate.
Brief quotations from this Thesis may be made without special permission provided that accurate
and complete acknowledgment of the source is made. Request for permission for extended
quotations from or reproduction of this Thesis in whole or in part may be granted by the Head of
the school or Department when in his or her judgment the proposed use of the material is in the
interest of scholarship, In all other instances, however, permission must be obtained from the
author of the Thesis.
Name: Abadi Habte
Signature: _____________
Date: _____________
School of foreign Languages and Journalism
v
BIOGRAPHICAL SKETCH
The author was born on November 10/1973 in Tigrai Regional State at South Zone in Mohoniy
Wereda (particularly,at Raya Azebo Fachagamma).He had attended his educational career at
different elementary schools. First, he attended grade 1-3 at Antsokia Mokoy Wereda of North
Shoa. Next, he learned at Dimmad Tatek Moderator junior school from grade 4-8.Then,he
completed his secondary school in Addis Ababa Higher 23 S.O.S. senior secondary school
.After that he joined AAU in 1997, he was graduated in 2001 in BA degree. Soon after his
graduation, he was employed in governmental school as English teacher in Oromia regional state
East Shoa Zone. And he has thought at Merti Secondary School, Metehara. After long year
services, he joined at the school of graduate studies in Haramaya University in summer program.
vi
ACKNOWLEDGEMENTS
First and foremost, I would like to express my deep and heartfelt thanks to my MA thesis
advisors, Wondifraw Mihret (Asst. Prof.) and Dr. Alemayehu Getachew for their knowledgeable
advice and constructive comments that have shaped this thesis immeasurably. Without their
proper guidance, this study would not have been a success.
I would also like to express my thanks to the high school’s principals, teachers and students for
their cooperation during data collection.
I wish to express my sincere gratitude and appreciation to my family members and friends whose
prayers, love and best wishes were a source of inspiration, encouragement and motivation for me
as I was successfully completing this study.
Lastly, I am also thankful to Haramaya University foreign language Principals for their
resourceful esteem.
vii
LIST OF ABBREVITIONS AND ACRONYMS
CA
Communicative Approach
CL
Communicative Language
CLL
Communicative Language Learning
CLT
Communicative Language Teaching/Learning
EFL
English as a Foreign Language
ELT
English Language Teaching
LSS
Learning Speaking Skills
TSS
Teaching Speaking Skills
viii
TABLE OF CONTENTS
STATEMENT OF THE AUTHOR
v
BIOGRAPHICAL SKETCH
vi
ACKNOWLEDGEMENTS
vii
LIST OF ABBREVITIONS AND ACRONYMS
viii
TABLE OF CONTENTS
ix
LIST OF TABLES
xii
LIST OF TABLES IN THE APPENDIX
xiii
ABSTRACT
xiv
1. INTRODUCTION
1
1.1. Background of the Study
1
1.2. Statement of the Problem
3
1.3. Objectives of the Study
4
1.3.1 Specific objectives
5
1.4. Research Questions
5
1.5. Scope of the Study
5
1.6. Significance of the Study
5
1.7. Limitation of the Study
6
1.8. Operational Definition of Key Terms
7
2. REVIEW OF THE LITERATURE
8
2.1. Definition of Communicative Language Teaching
8
2.2. Theoretical Principles of Communicative Approach in EFL Classroom
9
2.3. Advantages of Communicative Approach in EFL Class
11
2.4. Problems of Implementing CLT in EFL Classroom
12
ix
2.5 Lack of Commitment for Implementing CA in EFL Classroom
13
2.6. Viewing CLT as Holistic Approach in the EFL Classroom
15
2.7. Teacher’s role on the Practice of Using CLT Approach
16
2.7.1. Strategy of Teaching Speaking Skills
17
2.7.2. Model of Teaching Strategies
18
2.8. Expected consequential challenges for using CLT approach in teaching speaking skills in
EFL classroom
18
2.8.1. Challenges related to Class size
18
2.8.2. The Importance of Professional Training in Promoting the Practice of CLT Approach
20
2.8.3. Other Related Challenges
21
2.8.4. The Impact of first language on the Implementation on CLT Approach in Teaching
Speaking Skills.
22
2.8.5. Developing the learners confidence in speaking performance
23
4. RESEARCH METHODOLOGY
24
3.1. Research Design
24
3.2. Research Site
24
3.3. Participants of the Study
24
3.4. Sample and Sampling Techniques
24
3.5. Data Gathering Instruments
25
3.5.1. Classroom Observation
25
3.5.2. Questionnaires
26
3.5.3. Interview
27
3.6. Data Collection Procedures
28
3.7. Method of Data Analysis
29
4. RESULTS AND DISCUSSION
30
x
4.1. Practice of Using CLT in Teaching Speaking
30
4.1.1. Teachers’ Role in the Implementation of CLT Approach in Teaching Speaking Skills
30
4.1.2. Students’ practice towards learning speaking in CLT approach
33
4.1.3. Students’ role in conducting speaking practice
35
4.1.4. Teachers’ Role in Engaging Students’ in Using the Target Language English
38
4.1.5. Students’ Autonomy in the Implementation of CLT Approach in Learning Speaking
Practice.
42
4.2. Teachers’ and Students’ Commitment towards to the Practice of using CLT
43
4.2.1. Teachers’ Commitment Towards the Implementation of CLT in T.S.S
43
4.2.2. Students’ commitment towards the CLT approach in their speaking practice
50
4.3. Challenges that Affect the Implementation of CLT Approach in T.S.S
53
4.3.1. The influence of mother tongue on the implementation of CLT approach in T./l.S.S. 53
4.3.2. Low level of Students’ language proficiency in the practice of using CLT approach in
L.S.S
54
4.3.3. Large class size and time constraints affecting the implementation of CLT approach in
T./l.S.S
54
4.3.4. Other Classroom Challenges Regarding Learning Practice
57
5. SUMMARY, CONCLUSION AND RECOMMENDATION
63
5.1. Summary
63
5.2. Conclusions
64
5.3. Recommendations
66
6. REFERENCES
69
7. APPENDICES
73
Appendix A.
73
Appendix B
77
Appendix C.
80
Appendix D
84
xi
LIST OF TABLES
Table
Page
Table 1. Student’s Response towards Speaking Practice
32
Table 2.Students’ Practice of Speaking in the EFL Class
34
Table 3. Teachers’ Role on the Students Practice Speaking
37
Table 4. Classroom Related Factors Affecting Students’ Learning Speaking Skills
37
xii
LIST OF TABLES IN THE APPENDIX
Table
Page
Appendix A. Classroom Observation Check list
73
Appendix B. Interview with Students
77
Appendix C. Interview for Teachers
80
Appendix D. Questionnaires
84
xiii
ABSTRACT
This study was conducted with the purpose of assessing the practice of using CLT approach in
teaching /learning speaking skills in EFL classes: the case of grade nine at Merti Secondary
School. Descriptive research approach was employed to design the sampling frame and
instruments of data collection (Class room observation, Questionnaire and Interview). The study
was conducted along with heterogeneous groups of participants who were taken from the total
grade nine teachers and students population. 40 students were selected through simple random
sampling technique and involved to respond for questionnaire. Additionally, three EFL classes
were selected for observation. Whereas, three English language teachers who are teaching
English for grade 9 were selected using availability sampling for interview and 10 students were
purposely selected and interviewed. Then, the qualitative data generated through the above
instruments were presented, analyzed, and interpreted in narrative forms and the quantitative
data from students' questionnaire were analyzed using descriptive statistics; percentage and
frequency. The findings of the study indicated that the tradition of using mother tongue, lack of
learners’ autonomous, low level of language proficiency, limited time, class size and other
classroom related factors were hindrances to the implementation of CLT approach. Respective
recommendations were also forwarded for teachers, students, exam designers, educators and
policy makers to further work on improving awareness, teacher training, and situational
constraints which could ensure success in the implementation of CLT approach in teaching and
learning speaking skills.
xiv
1. INTRODUCTION
This section discusses background of the study, statement of the problem, objective of the study,
significance of the study, scope of the study, limitation of the study, and operational definition of
key terms.
1.1. Background of the Study
For over the past four decades, communicative language teaching approach has become more
popular in response to converting the world views on how to use communicative approach and
the systems that underlie it. It is an approach to language teaching that focuses on the means and
ultimate goal of communicative competence. Many scholars like Freeman (1976), and Richards
and Rodgers (1986) and others discussed the details of different methods like: grammar
translation, direct method, audio-lingual, silent way, suggestopedia, community, total physical
response etc. Though these methods have their own strengths and drawbacks, the global demand
of English language has prioritized the need for communicative competence which requires
advancement in productive and perceptive proficiency in speaking, for example, is the process of
building and sharing meaning through the use of verbal and non-verbal symbols in a variety of
contexts. Speaking is also very important part of language teaching which suits communicative
approach, so the English speaking teachers’ beliefs and practices have to be better taught
considering the needs and expectation of students (Harmer, 1999; Paul, 2014). Thus, it requires
that the goal of speaking practice should focus on students’ improvement in using the target
language (English) because this helps students to speak appropriately and learn how functional
language inputs are used in each communicative circumstance. Then learners can organize their
thoughts in meaningful and logical sequence to use the language as means of expressing values
and judgments; to use the language quickly and confidently in natural order (Nunan, 2003).
Consequently, EFL teachers are highly expected to create conducive classroom environment for
speaking practice which helps the learners to involve in real life communication and authentic
activities as well as meaningful tasks that promote their oral language skills. As Edgar, (2010),
2
CLT mainly focuses on active involvement of the learners in classroom interaction instead of
being passive recipient.
In harmony with this view, Hyland (1991) as cited in Ethiopia-Briefing-paper (2011) states that
the heart of (CLT) is to provide and expose learners with tasks that promote their interaction. She
claims that learners are no longer expected to focus on mastering the language forms at once
because this is hardly possible to provide students with extensive opportunities to use the
language that they are learning to speak among themselves and teacher fronted activities. In case
of this, these days, CLT is recognized as an alternative approach for the traditional way of
language teaching (Anderson et al., 1993; Brown 1994). In short, it becomes a holistic view that
enables learners to involve in their every day real life communication interms of English
language.
Viewing the fact that English language plays significant role for quality Education of a nation,
Ethiopia’s government has also promoted English education significantly. Teachers are trained
in various courses including English language which they are often trained in macro and micro
skills of it (EFL) to foster the students’ practice of speaking English (Brihanu, 2000). Therefore,
alike in the other levels, the language teaching and learning for grade nine students should be
practical speaking skill based and students centered approach. So, active communicative
activities through which they will learn the speaking skills may have real purpose in their
everyday life communication.
Although communicative approach/ is proposed to be more empirical in teaching speaking
English as foreign language, the artificiality observed in the practice of implementing to teach
speaking specially at ELT context is subject to further explanation on how and why CLT is used
or not used in teaching speaking whereby the tendency of exposing the students to interact is in
EFL speaking classes. Affagnon (1990) pointed out the biggest problem which teachers
experienced is how to bridge the gaps between the artificial use of the language and
communicative use. In other words, teachers often fail to create a natural environment which
would inspire the students to use the target language, English for speaking purpose freely and
meaningfully rather than mechanically. Here the researcher has tried to assess the practice of
3
using CLT and the challenges that hinder the implementation of using CLT in teaching speaking
skills along with other language skills in the EFL classroom of Merti Secondary School.
1.2. Statement of the Problem
English is currently the global language of this era (Little, 2007). Thus, English language
teaching and learning skills are being shaped in form of EFL/ESL contexts. Its effectiveness in
the practice of teaching speaking skills is particularly recommended as it gives students
opportunities for hands on engagement inside and outside their classes, which later brings about
advancement in speaking proficiency. With this instance, textbooks and other materials are
designed in line with CLT approach. And the practice has been dictated to be communicative
oriented.
However, there are still learners who poorly master the skills of comprehension and expression.
In line with this, it is noticed from experience that EFL teachers at Merti secondary school
express their dissatisfaction with the current status of students' English language productive and
perceptive skills. Unfortunately, the learners who reach higher levels have these weaknesses.
According to May (2011, as cited in Ethiopia-briefing-paper), assessment of secondary schools
teaching found systemic weakness in speaking and other skills, and it is proposed that students’
speaking performance needs practical improvement. There are still series complaints regarding
learners speaking performance in schools. Students who have promoted to grade nine hardly
express themselves in English (Eba, 2014).
There are also misconceptions concerning the practice of using CLT approach in teaching
speaking which the researcher has observed in his fourteen years of teaching experience from
teachers and students. Mostly, students code switching to use local language (L1) rather than
speaking in English and they cannot convey any message in English. It seems that the students
and teachers are aware of, but, they are not yet ready to bring changes as far as implementing
communicative language teaching is concerned.
Narrowing the concern towards the research site, i.e. Merti Secondary School, there are teachers
who simply emphasize on covering course portion. Students also need learning English
supported with frequent interpretation and translations to and from their mother tongue, side by
4
side. The other problem is that teachers mainly focus on teaching the structure of the language
rather than making the students discover about how English is used. Hence, many learners prefer
to remain silent for fear of committing mistakes during class discussion and they do not attempt
to speak in English because they have developed the habit of expecting the interpretation of the
language directly from teachers. Students sit passively while the teachers teach and reflect their
stress through inactive actions. Learners prefer to underline on learning grammar parts and they
normally use their vernacular languages despite teachers’ encouragement to make free
communication using only English. Even though the new text book has many communicative
activities that initiate learners to involve meaningfully in learning speaking skills, they are not
practically implemented.
With regarding to this, several foreing and local research works have been come up with
different findings. For instance, Ozsevisk (2010) found out administrative problems and physical
constraints to use CLT in EFL classes. Apart from this, Lakachew (2003) identified some
problems such as students’ preference of grammar and exam practices as the hindrance of the
implementation of CLT. In addition, Admasu (2009) acquired problems like disharmony the
plasma teachers with the classroom teachers, inappropriate training and time constraints by the
plasma to practice CLT in the EFL classes. Moreover, Tegbar (2012) reveled that language
anxiety was originated from the learners’ fear of evaluation by the teachers and classmates to use
the language. However, its practical use in teaching and or learning speaking skills has not yet
been studied by any of them adequately. For this reason, this research assesses the practice of
implementing CLT in teaching speaking. The challenges which affect the effective
implementation of CLT in EFL classrooms of Merti Secondary School were addressed.
1.3. Objectives of the Study
The general objective of this study is to assess the practice of using CLT approach in teaching
and or learning speaking skills in terms of principles of practical aspects in EFL classes at Merti
Secondary School.
5
1.3.1 Specific objectives
This study is specifically to:
1. assess the practice of using CLT approach in teaching and or learning speaking skills,
2. investigate the teachers and students commitment towards using CLT approach in
teaching/learning speaking skills, and
3. identify the challenges that affect the implementation of CLT approach in teaching and or
learning speaking skills
1.4. Research Questions
The study attempts to answer the following questions:
1. How do teachers and or students practically use CLT approach in teaching and or
learning speaking skills in EFL classes?
2. How is the commitment of teachers and students towards CLT approach in teaching
and or learning speaking skills in EFL classes?
3. What are the challenges that hinder the implementation of CLT in teaching and or
learning speaking skills?
1.5. Scope of the Study
The study was conducted at grade nine teachers and students of Merti high school East shoa zone
Oromia Regional state. The study assessed the practice of using CLT approach in teaching
speaking skills, and students and teachers’ commitment and challenges that
hamper the
implementation of CLT in teaching speaking skills in the EFL class were the focuses of the
study.
1.6. Significance of the Study
Communicative approach is a recently proposed modern teaching approach to enable the learners
to practice speaking in English effectively. Given this, the researcher expects the following
6
significant outcomes from this study in the Ethiopian context. It will enable the teachers and
students to identify the challenges that affect the teaching speaking skills and its effects in
learning English classroom to overcome them. The study is also significant to develop awareness
for teachers teaching speaking skills in EFL classes and using CLT would be realized.
In addition, it makes them observe their position and bring changes in their students’ language
ability to practice speaking in the English classroom discourse. It will promote learners’
participation and suggest them to solve problems confidently using English discourse as well.
Moreover, it will create awareness and insight for the curriculum designers at national level at
large. Finally it may prove a linchpin foundation for the researchers who will be interested in the
field of studying the practice of using communicative approach in teaching speaking skills.
1.7. Limitation of the Study
Conducting research is by far a tiresome time taking process and simultaneously it requires much
more financial availability. However, this thesis research was held on with the presence of the
following limitations. Firstly, lack of assistant readers and shortage of time were the major
problems that the researcher faced to conduct wide study in depth in addition to this there was
internet inaccessibility to find sufficient information related to the topics adroitly.
Secondly, out of the total eight sections of grade nine classes, only three of them were selected
for classroom observation to conduct the study. The classroom observation was carried out three
times for each section. This was done due to time constraints and limited number of teaching
speaking, lessons which were given by the teachers when they arrived at. Moreover, the students
were quite reluctant to fill the questionnaire and partially to be interviewed on the challenges that
they faced in learning speaking in EFL classroom.
Beyond this, it was difficult for them to understand and provide real information with respect to
some questions despite the fact that the questions were prepared with clear and simple
expressions in the language. In connection to this, some of the teachers were unwilling to be
interviewed because they did not want to be recorded with voice recorder. Generally speaking,
the points mentioned above are not the only limitations of the study but a few of the major ones
that the researcher faced.
7
1.8. Operational Definition of Key Terms
Classroom discourse: verbal exchange of idea among the teachers and the learners
Communicative language teaching (CLT): Communicative language teaching is an approach
to language teaching, how learners learn a language, the kinds of classroom activities that best
facilitate learning, and the roles of teachers and learners in the classroom.
Challenges: Difficulties that constrain the practice of CLT in English language classroom.
Communicative competence: the ability to use the language appropriately in a given social
context.
Practice: the implementation of speaking the target language English through CLT method
which the teacher and the students use in their classroom discourse.
Principles: the main theoretical understanding of the CLT approach, it is used interchangeably
with the word feature theory in language.
8
2. REVIEW OF THE LITERATURE
This section deals with different scholars’ works that can provide relevant information on the
problems which hamper the practice of using CLT approach in teaching speaking skills in the
EFL class room. Hence, different sources that matched the topic are presented by the researcher.
2.1. Definition of Communicative Language Teaching
Communicative language teaching approach (CLT) is an approach to language teaching that
emphasizes the interaction both the means and the ultimate goal of the study. CLT rose
prominence in 1970’s and early 1980’s as the result of many separate developments in both
Europe and USA (Wikipedia free Encyclopedia). As Brown (2007) offered four interconnected
characteristics as a definition of CLT, which are as follows:
(1). Classroom goals are focused on all of the components of communicative competence and
not restricted to grammatical or linguistic competence.
(2). Language techniques are designed to engage learners in the pragmatic, authentic, functional
use of language for meaningful purposes. Organizational language forms are not the central
focus, but rather, aspects of language that enable the learner to accomplish those purposes.
(3). Fluency and accuracy are seen as complementary principles underlying communicative
techniques. At times fluency may have to take on more importance than accuracy in order to
keep learners meaningfully engaged in language use.
(4). In the communicative classroom, students ultimately have to use the language productively
and receptively, in unrehearsed contexts (p. 241).
According to Hymes (1972), define “communicative competence” is what a speaker needs to
know in order to communicate in a speech community. Moreover, he states that competence
should be viewed as “the overall underlying knowledge and ability for language which the
speaker-listener possesses and it entails knowledge of the language and the ability to use the
knowledge in context. In the mean while, the another scholar points that language is socially
shared system for making meaning, Tedeolcy (1989; p 97) and Savignon,(1987) states that
9
communicative competence foreign language seems to be related to teaching (CLT) in having
diversity of EFL class.
In addition, Harmer, (1999) mentioned that the concept of communication is the process in
which people assign and convey message, meaning and attempt to create shared understanding.
Therefore, communication occurs in collaboration and co-operation. In general, it is the
articulation of sending message through different media of verbal and non verbal
communication.
In this case, krashen, (1985) states that acquired language is available for natural communication
where as language learning belongs to more artificial environment. In short, as Richard and
Rogers, (2001 pp 155), pointed out that language services as tools to convey the message and
meaning which are transmitted via communication between two parts. It is possible to infer that
CLT is generally regarded as teaching approach to the language and its primary goal is to
develop communicative ability. To put it in a simple word means how the theoretical principles
and practical aspects are integrated in teaching learning in EFL class.
2.2. Theoretical Principles of Communicative Approach in EFL Classroom
Scholars agree that CLT started from a theory of communicative language use, and was extended
into a design for instruction, materials, classroom techniques, teachers, and learners. The goal is
to develop learners’ communicative competence (Richards & Rodgers, 1986). Brown (2007)
offered four interconnected characteristics as a definition of CLT, which is assumed in this study.
In addition, CLT is elaborated as exploration of technical tools that are operating in the
instructional settings of teachers perception of what they do and why they do it in a foreign
language accusation class room practice, Savignon (1974), Moreover, in communicative events
and self assessment of progress in keeping with second language accusation theory,
methodologists advice learners to take communicative risk and focus on development of learning
strategies, Mcedo(1988.).
The development of needs of language skills through interpretation, expression and negotiation
of meaning as interesting CLT growth more in traditional programs Cannel and Swey(1980.)
10
In line with this, teachers need to participate in the interpretation of finding for the materials and
class room practice in the elaboration of appropriate methods for a particular language teaching,
Sanrati (1980.)
Mean while Chomesky(1965) concerns with the speech communities and the integration of
language communication and CLT was not alike force . At the same time communicative
competence is measured in terms of fluency, comprehensibility, effort and amount of
communication in series. On the other hand, CLT can be seen as driven from multi disciplinary
perspective that includes at list linguistic, psychology, sociology and the educational research,
Caroll and Savignon (1974.). In relation to this, communicative competence is appropriated for
learners requiring and understanding the socio cultural contextual use.
Furthermore, CLT management is a generalization of the degree of the learners’ participation,
initiatives and negotiation. Similarly, communicative experience can be provided in the class
room till the settings of class room teachers talk opportunities for the learners self express,
Cleverer (1989.). According to Richard (2006), CLT was developed to provide learners with the
ability to use the target language. In addition, Liceraturs,(2006), Language is used effectively in
natural way of communication and in real world. Therefore, it can be inferred that CLT tries to
lead the learners to the goal of language learning. In other words, CLT class in tells teaching
learning about social function, but does not focus on linguistic structure and form (Larson,
2003). In addition, it was discussed that CLT class aims to teach communicative competence
whenever a wide variety of syllabus designs is noticeable in different CLT classes (Likhon,
1984). On the other hand, Richard mentioned that CLT focuses on communicative competence.
Thus, enables the learners to use the language in communicative situation that satisfies their
needs in real life communication.
As Dalces (1995), the investigation of teachers’ attitude serves as the starting point to identify
the possible contradicts between teachers’ belief and CLT principles. In the mean while, it is also
substantiated by Littlewoods (1981) that the idea of communicative approach may conflict with
EFL teachers existing roles in teaching methods. Furthermore, Carless, (2003) suggests that the
government as to put pressure on schools and teachers to implement CLT in order to develop
11
learners communicative competence. Concerning this, the Ethiopian ministry of Education in
2001 proclaimed in the curriculum that it was considered to contribute to the society and national
development.
2.3. Advantages of Communicative Approach in EFL Class
As Richard, (2006) mentioned that CLT focuses and aims at communicative competence which
enables the learner to use the language in communicative situation that satisfies their needs in
real life communication, is priority in CLT. These, while teaching a language, teachers are
suppose to select learning activities in such ways in meaningful and authentic language use,
(Richard and Rogers, 1986), Supporting these, Alintuba and Clomy, (1989) described that its
active participation instead of passive reception which distinguishes communicative learning
from traditional lecturing.
In addition, Richard and Rogers, (1986) indicated that classes in communicative approach, are
student oriented. Furthermore, they claimed that it is an approach rather than a model since
methods are considered to be fixed teaching systems with prescribed techniques whereas
approaches are held to be teaching philosophy that can be implemented in various ways in the
class room. In other words, Widoson (1994) Views both the usage and the use of the language
include active students’ participation, knowledge construction, individual and collective
discovery and problem solving.
Moreover, Johnson and Smith, (1991) stated that CLT class room, group learning activities
which are organized so that learning depends on socially structured exchange of information
between learners and groups in which each learner responsible for his own learning and
motivated to enhance his learning. As it’s indicated by Decymes, (1971), language uses for
communication and its primary goal is for learners to develop communicative competence. On
the other hand, functional communication activities required the learners to use their language
resources to overcome the information gaps, Richard, (2006 pp 18.)
As English is considered the international language all over the world and people use it for their
different purposes like industry and scientific purposes or business, the importance of English
learning and teaching has been increased significantly. Additionally, using internet has increased
12
the importance of English, Littlewoods (2007). As Wills, (2004) pointing out that learners use
the language creatively while interacting with their peers. Apart from this, Salkon, (1972)
suggested that learners move from different stages of development and they developed
underlining the language systems which develops in the sequence, does not always reflect the
sequence of what was taught in curriculum.
2.4. Problems of Implementing CLT in EFL Classroom
According to Richard and Rogers, 2001 pp 247), half pointed that a few methods unlikely to be
widely adopted because they are difficult to understand the news like clear practical application
requires specially training the necessary major changes teachers of practice and beliefs. Apart
from this, Hopwood, (1984) stress that the importance of providing the learners with
opportunities to use their English with communicative purposes characteristically attempt to
integrate such activities to wider language program of language teaching. In addition,
Elies,(1996) and Cales,(1999), argue that CLT is in appropriate in terms of cultural aspects in
Asia context. Beside the materials used such as the text book, claim to have notional functional
syllabus but in fact they are based on weak version of CLT. Furthermore criticized this view,
Estern, (1992) pointed out that CLT has become more successful in English as the second
language settings, but fails to make class room interaction as competence possible in class room
communicative in EFL context.
Moreover, recently Backs,(2003 pp 286) emphasized that the significant local needs and
conditions particularly in EFL context by suggesting good teachers everywhere are paid attention
in the context; good training course pay attention to context. Finally, he found that teachers
reverse the attention of the context in CLT was secondary even the worst, the experienced
teachers were seen to act against the context. Considering this problem, Aptiken, (2002 pp 97)
claimed that this model was based on standardized native speakers’ and he therefore found it
realistic the constraining respect to the current law of English as global lingual when Ael, (1986)
spoke about EFL learners express their inability and sometimes acknowledge their failure in
speaking a foreign language. This learners may be good at learning other skills but, when they
come to learning to speak English, they claim to have mental block/ against it. Currently
Johnson, (2007 pp 212) has stated that unwillingness of the learners to discuss in English when
13
they are given paired works and group activities in speaking due to the fear of making mistakes.
On the other hand, Savignon (199) linguistic theory and class room practice are constrained by
the structural syllabus that rigidly controls the introduction and sequences of grammatical
features when past tenses have been introduced severely constrained communication.
Though the communication approach is implemented in many countries across the world, one
must admit that in practice there is a lot of resistance to go unchanged (Widdowson, 1978). In
line with this, Backs (2003) launched that in developing world, resources are more scarce and
more scarce, change cannot be taken guarantee. Therefore ways and means must be found to be
improved. Moreover, Karl’s, (2003 pp 45-46) wrote about the innovation in language teaching in
many countries of Asia have been un successful in introducing communicative language teaching
(CLT) and he adds that the mismatch between the governmental mandate and what actually is
implemented in school.
2.5 Lack of Commitment for Implementing CA in EFL Classroom
According to Anderson (1993), it is indicated that teachers have some problems in implementing
CLT in CL context such as teachers’ problems with the size of classes which are too large to
practice CLT and most of the teachers’ are eager to take the form and best examination. In
addition, as Barkuzu from South Africa, (1998) investigated that the importance of class room
implementation of teachers and students, are interested in language learning context. On the
contrary some teachers believe in some old methods: grammar translation, audio lingual methods
seem effective for their pedagogical purposes. Nevertheless Kon and Tailers( 1994) stated that
by lingual English teachers have special eagerness about the CLT principles and they are to
implement in their classes. Furthermore, having conducted investigation Mord, (2003) found
teachers’ cognition such as knowledge their perception beliefs and way of thinking has typical
role in their teaching career according to the principle of CLT, students are motivated to
communicate with each other in the class room. Nevertheless, researchers have mentioned that
teachers face different problems while working with students from different culture and
languages.
On the other hand it was supposed by Kravans-Dalkas, (1995) the reason for the mismatch
between CLT theories and practice may teachers’ attitudes. Besides to this, Little wood, (1981)
14
suggested that the perspective of CA may conflict with EFL teachers beliefs and CLT principles.
Regarding attitudes, Fishmen and Ajibeson, (1975) proposed conceptual framework of attitudes
which consist of four categories:
cognition, affection, conviction and behavior in the
framework-attitudes is belief. However, the relationship between attitudes and behavior depends
on the particular condition.
Different from this, Gardner, Labert and Ismail (1979) suggested that second language learners
need to be psychologically prepared to acquired EFL and it is the part of different ethno
linguistic community and second language learner is required to expose elements of other culture
on ones’ own life. In addition, Anderson, (1993), indicated that teachers and students were not
motivated to shift from structural toward CLT. For a number of reasons high demand on teachers
and un trained teachers reluctant students in classes fear of committing mistakes. Moreover,
Seidal and Clisers, (1999) its pointed out that in consentience between teachers’ perception of
CLT and their classes actual behavior, and Anderson, (1993) additionally reported that both
teachers and resistance for the difficulty of implementing communicative competence based on
the program , including teachers lack of competence in English and like of preparation . In
general, multiple excessive demands placed up on the teachers.
In case of this, Nunan,(1993) suggested that the mismatch the teaching preference of the
teachers and the learning preference of the learners may be the source of difficulty for the
implementation of CLT. Moreover, Pargen wood, (2006 p. 244) belief that this methods does not
fully prepared the students for exam. And he adds students and parents require teachers to help
them pass the exam. Furthermore, Gosege, (2004p.286) has just pointed out that parents and
students know speaking skills are not tested on the exam but the government puts pressure on the
teachers to implement CA. Finally Harmer, (2001) offered that administers and teachers have the
device of methods to the users involved and interested. These include motivating students to
speak English for fulfilling the purpose of CA.
15
2.6. Viewing CLT as Holistic Approach in the EFL Classroom
CLT reflects more social relationship between the teacher and the learner. The learner center
approach gives the students the sense of ownership of their learning and enhances their
motivation, Brown,(1994). Following this, Richard and Rogers say that CLT emphasizes the
process of communication that leads the learner to differ roles from the traditional approach. The
role of the learner is as negotiators between themselves and learning process, and object of
learning. Learners are actively engaged in negotiating meaning by trying to make themselves
understand with in class procedures and activities.
As Jha (2013)stated that learner center approach which is an offshoot of methods like learner
autonomy and multiple intelligence is not practiced in reality in Ethiopian classroom as the
learners are fully dependant on the teachers for any activities and reluctant to develop a sense of
responsibility for the outcome of their own learning. On the other hand it is stated by modern
America, A wise man’s discovery fable English learners, all of the grammar and English verbs
are taught by using spoken English, you will hinder your students’ progress if you use written
exercise; however you do not be apprehensive, you can teach your students only using spoken
English. As moss and Ross Field man (2003)stated that learners need to speak and understand
spoken English for various reasons immigrant adults need English for daily life top communicate
with doctors ,school communities in work place ,learners with all proficiency levels can
communicate and they appreciate be encouraged and challenge to farther their skills. They
participate in interactive communicative activities in all facilities of the class .Communicative
activities provide opportunities for the learners to use the language with another and with people
in the community.
As Tesol Quarterly (1991) pointed out that communicative tasks and curriculum language tasks
based learning is also linked main stream education by its close relationship with experiential
learning. Apart from this, Holliday (1974) sited that not language learning but language as in
social behavior. In addition, said (2013) has written that CLT pays special attention to the
students real life needs and improves communication skills. He has added that EFL necessarily
16
takes across national and multicultural aspects which have to consider local needs and social
economic condition.
Hence the researcher wants to over view how teachers engage their learners in holistic approach
of speaking using CLT in EFL classroom of Merti secondary school.
2.7. Teacher’s role on the Practice of Using CLT Approach
According to Larson freeman,(2000)indicated that teachers take particular roles in CLT
approach. First the teachers facilitate the communicative process that all participants in the class
participate. The teacher is as communicator who engages in the activities. In addition Richards
and Rogers showed that teacher acts as analyst, councilor and group process manager adding that
the world wide increasing demand for good communication has increased significantly the
responsibility on English teachers.
The teacher in a communicative classroom has totally different roles from her/his counterpart in
the classroom, who claims superiority over her/his students, leaving no chance for them to
practice the target language or to express their attitude regarding their learning (Hedge, 2003).
However, Little wood et al (1981) claimed that She/he is a guide, a planner, an organizer, an
inspector, an assessor, a prompter, a resource, a facilitator of learning, an instructor, a
curriculum-developer, a classroom manager, a consultant, and a monitor in communicative class.
(Knight (2003) summarizes the role of the teacher by saying that, the CLT teacher is often more
autonomous than the audio lingual teacher (in which the teacher decides what he/she going to
teach). Communicative language teaching has altered the concept of both the teacher's and the
students' role. “The teachers’ role changes from being the sage on the stage to becoming a guide
on the side”(Mowrer, 1996, as cited in Pentcheva and Shopov, 1999, p. 45). Many writers put
forward the teachers’ task in communicative classroom differently in three ways: "the teacher is
a facilitator and a learning resource rather than an instructor; the teacher collaborates with
students to select goals, content and processes for the classroom; and the teacher encourages
students to develop independent learning skills" (Robinson and Selman 1996 p. 20).
Moreover, Ellis and Sinclair (1989) claimed that the language users are supposed not to make
pauses and speaks spontaneously and meaningful without excessive repetition. Thus during
17
teaching a language, teacher is supposed to select learning activities in such a way to engage
learners in meaning and authentic language use. On the other hand Richards and Rogers, (1986)
suggested that teacher has to vary the students’ communicative activities on the base of fluency
and accuracy in order to enable them to satisfy their needs and fill the gap they have. This
happens through teaching the integration of four language skills, (listening, speaking, reading
and writing). Teacher must do his part in creating different strategies such as collaborating
learning with each student. As Hommerly (1991) indicated that instructional methods by
themselves cannot do much to improve learning and thus, their value lies on proficient skills of
the teachers and using or handling them. In addition classroom instruction is an artificial
environment and the time of teaching learning is very limited. Hence, to compensate this
problem, the teacher is strongly expected to provide meaningful input.
Furthermore, Harmar (1991: pp.305) expressed that teachers’ job is to assess the students’ work
to see how well they perform to practice speaking a lot. As Pierce (1996:pp.24) speaking skill is
very important because generally people are using oral communication, the major responsibility
lies on the teachers to enable their class room learners to be involved in using communication. It
is also stated by Nun (1991: pp.86) most people are mastering the art of speaking the single
aspect of learning EFL. In addition Brown (1997) conformed that if the students are highly
motivated by the teacher to have better speaking skills, they can develop concerning
communication and become more eager to take part in activities and pay more attention to
communicate in the target language English. So the researcher was interested in this study that he
would check how much the practice of using CLT in speaking EFL at Merti Secondary School.
2.7.1. Strategy of Teaching Speaking Skills
Instruction is an important part in teaching speaking English as a foreign language context. It is
then, crucial for teachers to know how to give a clear instruction. Todd (1997, p37-38 and Gower
ET. Al, (1995 cited by feda, 2014). The implications of teaching speaking strategies are also that
language teachers need to find out what learning strategies, students are already using for
different activities and undertake in the language classroom (Henok, 2012). With reference to
this, he cited from Issit, (2008) that learner training is very important because one of the desired
goals of education is to help learners to think critically so that they are in charge of their learning
process.
18
2.7.2. Model of Teaching Strategies
EFL speaking teachers are encouraged to provide direct instruction in language learning
strategies such as selective attention, activating prior knowledge, summering, questioning and
making inference (Seliger, 1975).
In addition, Richard, M. (1996) proposed four strategies for students to learn spoken English;
1. Think what you are going to say, 2. Think above the structures you are using do not let them
interfere with what you want to say, 3. Do not be afraid to make mistakes (mistakes are normal
as you are learning a language) 4. When you are not understood, use repetition, gustier,
synonyms, definition acting out whatever comes naturally as you begin to be more proficient.
2.8. Expected consequential challenges for using CLT approach in teaching speaking skills
in EFL classroom
There are a number of challenges that may affect the implementation of CLT approach in
teaching speaking skills in EFL class room. Some of them are mentioned as follows.
2.8.1. Challenges related to Class size
Large classes are common in many parts of the world and teachers believe this makes it difficult
or impossible to practice communicative language teaching because, for example, they cannot
closely monitor students’ language use (Littlewood, 1998) or use pair work and group work.
Problems of control and discipline connected with learner-centered teaching in large classes have
also been raised (Butler, 2005; Carless, 2004; Littlewood, 2007). Butler (2005) refers to what she
calls ‘classroom harmonization’, which some teachers see as particularly challenging during
English classes because of the way they are expected to teach. In other words the practice of
communicative language teaching can take place only when the class environment is conducive.
In addition to this, Research findings revealed that teachers of large classes encounter difficulties
in getting their students involved in the learning process. In other words, large class size offers
very limited opportunities to students to participate in classroom activities. The choice of the
instructional technique the teacher uses can reveal an impediment to students’ involvement in
their learning process. For instance in Haiti, according to Renaud, Tannenbaum and Stantial
(2007) “the educational system is traditionally based almost solely on rote learning and the
19
classroom is a highly competitive place, therefore, convincing students of the necessity of
working cooperatively with their peers is not an easy task” (Ibid, p. 14). This implies that
students in that context are more interested in showing their teacher how better they, personally,
can construct the knowledge taught to them so that students’ large classes develop more off-task
behavior mainly during group work where teachers have difficulties in ensuring everybody’s
participation in activities. According to them, “individual students in small classes receive more
interactions with their teachers in a task-related nature” (Ibid, p. 126).
On the other hand, the importance of practicing the language in small classes as opposed to large
classes, which encourage the development of creative and critical, thinking skills in students,
essential for promoting students’ communicative learning. Therefore, due to the large size of
classes, teachers of large classes practice less and students have limited opportunities to express
themselves creatively in English that affect their practice of communicative language learning.
Moreover, the limited time for the practice of teaching speaking skills is the cause of hindering
CLT approach in large class size. The most important thing in a communicative classroom is
providing students with opportunities to talk and to speak the target language. One way of doing
that, as proposed by Gower et al. (1995), is good control of teacher talking time. But, the teacher
does not give much time for students to discuss on a certain tasks and they are not motivated to
respond back. Therefore, the Go EFL teacher needs to know how to balance between teacher
talking time and students talking time. The purpose, according to Gower et al., is to give the
students maximum opportunity to talk, to listen to them closely, and to appreciate their efforts.
However, the teacher, they add, needs to talk more than students when presenting, clarifying,
modeling or revising language, setting up activities, giving instructions and feedback, providing
language input, and establishing rapport by chatting with students (ibid, p. 33).
Additionally, the superiority of communicative language teaching has been challenged by many
authors who argue that CLT, in reality, has caused difficulties problems, frustrations,
dissatisfaction, tensions and confusion for many language teachers and learners around the world
(Hu, et.al, 2005).They also argue that in a large monolingual class it is useless to put students in
interactional activities because teachers cannot monitor and see whether they are using L1
instead of the target language. The lack of teacher training in communicative activities or the
20
CLT may also be a strong reason (Chowdhury 2012). As an English teacher in the school, it
appeared to me that large class size might be one of the challenges for teachers’ avoiding
interactional activities and just giving form- focused teacher centered ELT class. But, this is not
the only major challenge for teachers’ avoiding interactive communicative activities in large
class size. So, it had been investigated if there are other more strong factors and their avoiding
the practice of CLT in communicative interactional activities.
2.8.2. The Importance of Professional Training in Promoting the Practice of CLT
Approach
The findings relating to teachers were identified as 1) teacher’s professional training, and 2)
teachers’ persistence. (1).Teachers’ professional training is an important factor in promoting the
implementation of CLT (Goswami 2010). Teachers’ professional training helped them to
understand the theoretical bases of CLT and apply appropriate teaching practices. Workshops are
also helpful for the teachers to receive knowledge and improve their teaching. The workshops
can introduce the theoretical base of CLT and provide research studies to support the theory. For
example, the comparisons of students’ individual work and group work can convince the
teachers of the effectiveness of CLT. However, knowing the theory is one thing, applying it is
another thing (Goswami, 2010].
In addition, teachers’ low proficiency level in English or their lack of confidence in their English
ability is almost universally identified for example, Littlewoods, et.al, 2007 ;). The perceived
demands of CLT, such as teaching in the target language, lead to teachers’ lacking confidence in
their English ability, particularly in their speaking and listening skills (Kuchah, 2009). However,
the question arises as to what level of proficiency and fluency teachers really need in order to
teach in secondary schools. It may be that the real issue is not the teachers’ lack of proficiency,
which may well be more than adequate, but rather a lack of confidence predicated on the belief
that native-like competence is required to teach CLT successfully. A number of writers have
argued that such resources, used appropriately, can offer much support to teachers (Nunan, et.al.
2003), although there is the issue of unequal access to technology, even within the same country
(G. Hu, 2005b). The teachers’ persistence in practicing CLT has a positive effect on
implementing CLT. The practice of CLT highly depends on the teachers’ willingness to leave
21
their comfort zone. Trying the new teaching method (Goswami 2010), the Goswami’s idea when
he says teachers’ persistence is important to practice CLT.
It is true that in Ethiopian context many English teachers encountered difficulties to practice
CLT because the classes are usually large, and the students are passive. This is also true in Merti
Secondary school. Apart from this, many teachers believe that they are limited in what they can
do in the primary classroom because of learners’ low levels of proficiency (Li, 1998). Moreover,
learners’ expectations about what to learn, such as the importance of grammar for examination
purposes (Prapaisit de Segovia and Hardison, 2008), and how to learn English may conflict with
what teachers are expected to do (Ho, 2003). However, Carless (2003) points out that sometimes
mismatches in expectations may be more to do with the teachers’ lack of understanding of CLT,
and their inability to select appropriate tasks than with any real incompatibility with the demands
of tests or the expectations of students. Another issue frequently reported is an apparent lack of
motivation and interest in English on the part of learners, who may not see any need to learn the
language or simply do not see mastery of it as attainable (Li, 1998). This may be particularly
acute in rural areas where learners have little contact with foreigners and therefore little
perceived need to learn to communicate in English (Ho, 2003). Consequently, teacher-fronted
classes with a focus on grammar and memorization are preferred (G. Hu, 2005b; Li, 1998).
2.8.3. Other Related Challenges
With its major motivational construct of integratedeness, the "social psychological phase" of L2
motivation research characterized by the work of Robert Gardner (1985) introduced an important
tenet: Because the learning of an L2 is influenced by a plethora of social factors, including
attitudes, cultural stereotypes and geopolitical considerations, learning an L2 is a considerably
distinct process from that of other school subjects. So, it is important to establish a kind of
"classroom community", in which students feel free to communicate using the foreign language.
An important thing to bear in mind is that one should create a classroom atmosphere in which
language errors are considered a natural part of the process of learning a foreign language
(Dornyei (2001: 42). The following techniques are intended to create a friendly, non-threatening
classroom climate:
22
In addition, in speaking activities avoid excessive, "on the spot" correction. This can discourage
students from speaking and experimenting with new language (Lightbown and Spada, 1999).In
writing tasks, adopt a correction code. Prompt students about the location and the nature of errors
rather than correcting every mistake (Lee 1997:466). When students get back any piece of
written work with too many corrections, their confidence is undermined, and they experience
frustration and demotivation. Establish a set of classroom rules and enforce them fairly and
consistently with all students. For example, make it clear to all students that ridicule a wrong
answer, not completing homework, or misbehaving is not acceptable behavior.
According to Lee(2002), incorporating collaborative work in the English classroom, introducing
short-term or long-term projects, group work, pair work can make students personally involved
in the language learning process, and increase their self confidence. They help students feel that
their language output is not constantly assessed. As a result, they are more likely to develop
skills that enable them to participate and focus on communication, rather than on accuracy. An
additional advantage of project work is that students have an active role in the implementation of
project work, which can both boost their confidence and also teach them collaborative skills.
2.8.4. The Impact of first language on the Implementation on CLT Approach in Teaching
Speaking Skills.
First language use has not been advocated in communicative language teaching and task based
learning methods (Duff and Polio, 1990; Polio and Duff, 1994; Cook, 2001). Furthermore,
experts claim that communicative language teaching has referred to neither the advantages nor
disadvantages of L1 use; it is believed that L1 use should not have a place in communicative
classes (Piasecka, 1998 and Cook, 2001). In addition, as Atkinson (1993) and Galloway (1993)
argue, communicative language teaching approach seems to avoid addressing L1 use, using
English only, in EFL classroom. However, is possible but it fails to take accounts of a number of
factors. Many EFL teachers try to use English as much as possible as they can in the classroom.
They give instruction by interpretation from English, they require students to ask any kind of
questions in English and they say students should use English while working in groups and pairs
with their friends in the classrooms .However, the mother tongue can be used to provide a quick
and accurate of an English that might take several minutes for the teacher to explain. When
23
Atkinson (1993) and Galloway (1993) argue that CLT approach seems to avoid addressing L1
use. Since the students
learn from grade 1-8 by their mother tongue they face difficulties to
communicate in the classroom.
2.8.5. Developing the learners confidence in speaking performance
In communicative language classroom learners are provided with opportunities to rely on
themselves (Woods, 1996) and to acquire the target language "by using it rather than by studying
it" (Taylor, 1983, p. 70). In other words, students can be responsible for the process of their own
learning, and will acquire the language when it is presented to them implicitly rather than
explicitly be encouraged to use the target language for problem-solving, communicative tasks,
information exchange, and meaningful interaction (Richards, 1984, p. 19). More specifically,
they are exposed to real communication, (2) Opportunities for students to engage in using real
communication, and (3) Activities which are meaningful to students and which will motivate
them to become committed to sustaining that communication to accomplish a specific goal, such
as solving a problem or completing a task (Taylor, 1983, p. 72). Rodgers (2001) describes the
students in a communicative classroom as negotiators and improvisers. Knight (2003) echoes
this view and asserts that each learner is expected to be an active participant who interacts with
other learners and asks for information.
24
4. RESEARCH METHODOLOGY
This section dealt with research design, research site, sample and sampling technique, data
gathering tools, and procedure of data gathering and method of analysis.
3.1. Research Design
To this study, descriptive research design was employed to collect and analyze data both
qualitatively and quantitatively. Particularly, qualitative research method was used to explore
and understand the phenomenon regarding the teachers’ and students’ practice of using CLT
approach in speaking lessons and identify challenges which impede the practice. Quantitative
research was used to collect and analyze data from students that could strengthen the validity of
qualitative data from teacher’s side, teaching of speaking using CLT approach. So, descriptive
research method was chosen to explain the phenomenon.
3.2. Research Site
The study was conducted at Merti Secondary School, which is found in East Shoa Zone, in
Oromia Regional state. It was selected as the researcher works and has the exposure to actual
practice and the problems in teaching speaking through CLT approach.
3.3. Participants of the Study
Grade 9 students and English teachers in Merti Secondary School were the target Participants in
the study. From the total of eight sections in grade 9, three sections were selected for intensive
classroom observations and heterogeneous groups of participants were selected for
questionnaires and interviews.
3.4. Sample and Sampling Techniques
The total number of students in the school was 623 during the 2014/2015 academic year. There
were 250 grade 9 students. Out of the total population, 40 students were selected using simple
random sampling technique to respond to the questionnaires. In addition, only three sections
25
were observed as the teachers teaching in other sections were all the same. Hence three English
teachers were selected based on availability sampling for interview and classroom observation.
3.5. Data Gathering Instruments
To achieve the objective of this study, three instruments of data collection were used.
Observation was a principal tool to assess the practice of using CLT approach and identify the
challenges affecting the implementation of CLT approach in speaking classes. Questionnaire was
used to collect data from students. Finally, interview was conducted to gather data from teachers,
and few students who were purposely selected (because they would be supposed to have relevant
information to provide for the findings interms of the challenges with regarding to speaking
practice), to validated and triangulated the data.
3.5.1. Classroom Observation
Classroom Observation was a primary instrument for data collection in this study. It was
intended to address the research question“how do teachers and students practically use CLT
approach in teaching /learning speaking skills? What are the challenges that affect the use of
CLT approach in teaching or learning speaking English in the classroom?'' The classroom
observations had two categories which were based on the teachers’ and students’ roles. To
investigate the challenges that are generally affecting the practice of using CLT approach in
teaching speaking in the classroom from these perspectives. The main use of observation was to
collect data which helped to examine, identify and explain the challenges affecting the CLT
approach in teaching /learning speaking skills and learning to speak English in the class. This
instrument helped the researcher to observe teachers and students in a context where they were
attending lessons and relate the results to the research questions. The practice of making the
teaching and learning process more practical by relating it with the real working context and the
proper use of the other language skills was the main part of the observation. Observations were
carried out in three classes from February 28/ 2015 to March 16/2015.
Regarding these challenges that hinder the practice of using CLT have been organized into the
following evidence and focus class in teaching or learning speaking practice: inactive
involvement in learning speaking practice and not feeling autonomous. These and other related
challenges affecting the implementation of CLT approach in teaching /learning speaking English
26
in the classroom were included and pointed in the review of related literature as they were a set
of indicators for observation tools. To this end, as Jhon (2010) suggests, the researcher used this
technique as a guideline in developing observation checklist (see the Appendix A).
Thus, the researcher again checked the prepared observation checklist with the help of his coobserver to cross check the observed context and they observed each teacher in classroom
lessons three times; the data were collected as the researcher recognized participants engaged in
a situation by using checklist. In other words, the students were observed as they were taught in
speaking sessions when they were talking to each other at the time. The researcher also took
notes by attending the observed classes
3.5.2. Questionnaires
A formal structured questionnaire was employed in this research to obtain important information
about condition of an individual or groups. The questionnaire containing a set of questions or
statements was used to collect information from the students about their practice towards the
implementation of CLT approach in learning speaking skills. How do teachers practically use
different techniques to implement CLT approach in teaching speaking skills? By using
questionnaires, the researcher attempted to gather information about how CLT approach was
implemented in teaching speaking skills and the role of the teachers in creating conducive and
friendly classroom environment for communicating purpose in English.
Fifteen questionnaire items were used to assess the practice of using CLT approach in the EFL
speaking classes, so as to find the challenges that affect its implementation. With regard to this,
the questionnaires were categorized into two major headings: learners’ practice of using CLT in
speaking lessons’ and challenges affecting CLT approach in teaching speaking practice.
To assess the practice of using CLT approach in teaching speaking skills as well as to identify
the challenges that hamper the implementation of CLT. Both close and open ended question
types were prepared and used to collect the relevant information for the study.
Moreover, close ended question types allow comparability of responses, (Bryman 2004).In the
close ended question types the researcher prepared questionnaires which have multiple
27
choices(yes, no, a, b, c, d) to achieve the objective of the study. In order to have more details
from the questionnaires, the researcher also used open ended question types followed by blank
spaces for adding more information.
This was done by asking the forty sample students from the three selected sections to respond to
open and close ended questions. The questionnaires were written in English and translated into
the first language (Amharic/Afan Oromo) to students so that the respondents found them simple
to complete.
3.5.3. Interview
Semi structured interview was used to obtain data from the teachers’ and students’ insights.
Thus, the researcher chose this type of interview to use as one of the variety of methods in order
to triangulate the obtained information through the means of devices like class room observation
and questionnaire.
After having completed interviewing with students, then theAll the English teachers of grade
nine were taken comprehensively since they were few in number and they were believed to
provide maximum insight and understanding toward the issues under this study. By and large, all
the subjects in the interview were presented as open ended question types in order to encourage
the interviewees to talk freely in their own way reasoning that teachers and students play crucial
role in the practice of CLT and overcome the problems that they encounter in the classroom.
So the semi-structured interview questions were designed and prepared to enquire about the
challenges which hinder CLT in teaching or learning speaking skills. The interview mainly
focused on what hinders the practice of using CLT approach. These were aimed to collect current
information about the challenges regarding to implementation of CLT in teaching /learning
speaking skills in Merti secondary school of EFL classes.
Furthermore, this data gathering instrument was selected to obtain information regarding
individual experience, belief, knowledge, feelings, etc on the issue under the study where the
interview items were underlined to assess and present the challenges that hamper the
implementation of CLT approach in the EFL classes.
28
The researcher has tried to determine the credibility of the findings concerned with the
challenges that delay the implementation of CLT approach in EFL classes through the strategies
of triangulation. The intended interview questions were expected to validate the sound evidences
which were obtained through class room observation and questioner in order to demonstrate the
result using both qualitative and quantitative methods respectively. The interview questions were
refined qualitatively in the central ideas to the subtopics that were stated in the review of related
literature.
The questions in the interview were the elements as the central part of the study and they were
open ended question types emerging neutral in language. In addition, they were only six
questions in number and they were affordable to provide great specificity to the questions in the
research. So the researcher interviewed the participants general open ended question types and he
recorded their answers with voice recorder and finally they were transcribed according to the
presented interview items. Moreover, participants discussed briefly but in detail about many
elements concerning the issues under the study.
3.6. Data Collection Procedures
The researcher has employed the following procedures of data collection for the study. First,
review of related literature was done in relation to the topic. Second, class observation for three
sections was used first as part of data collection to assess CA in the EFL class depending on the
set criteria of evaluating classroom observation. Next to class observation, questionnaire was
administered to 40 students who were selected using simple random sampling technique in order
to find relevant information about the implementation of CLT. The questionnaire contained two
types: open ended and close ended questions. After questionnaire, interview was held with three
English teachers and ten students (both sexes) to enable the researcher to find the participants’
real feelings’ and attitudes so as to provide important information about the study. Finally, the
necessary experience and issues were recorded with voice recorder and the necessary notes were
being taken for in depth analysis.
29
3.7. Method of Data Analysis
The data collected from three instruments were analyzed qualitatively and quantitatively. The
data which were collected through classroom observation and interview were organized, coded
and interpreted and by using phenomenological and interpretative analysis. The quantitative
data that were collected from the students’ close ended questions were analyzed through
descriptive statistics frequency and percentage.
30
4. RESULTS AND DISCUSSION
This section generally contains the presentation, interpretation and discussion of data collected
using observation, questionnaire and interview which were in turn analyzed through descriptive
statistics. Consequently, data collected from selected sections of grade nine students and their
English language teachers through different tools were analyzed and interpreted both
qualitatively and quantitatively. These data procedures, presentation, discussion and explanation
are integrated in harmony along with the key topics accordingly. The thematic categorizations of
the data obtained from different sources were presented, analyzed, and explanations were put
forward.
4.1. Practice of Using CLT in Teaching Speaking
4.1.1. Teachers’ Role in the Implementation of CLT Approach in Teaching Speaking Skills
In this discussion and explanation of data, the result of classroom observation, responses from
students’ questionnaires and interviews from both teachers and students were incorporated so as
to arrive at overall practice of how teachers are using CLT approach in teaching speaking skills
in the EFL classes. Hence, classroom observation was used as a primary method of data
collection. Three grade nine English speaking lessons in each section were observed by the
researcher and his co-observer. This was done to assess how the teachers teach speaking skills in
the EFL classes using CLT approach and how the students learn to speak the target language
English in speaking through the lesson designed on the principle of CLT approach.
After each and every observation, the researcher discussed the issue in order to find the data that
indicates whether CLT approach was practiced in teaching speaking skills (T.S.S) in the EFL
classes and also to find out whether the students would be autonomous at learning to speak the
target language English. He also observed how teachers could productively play significant role
in the implementation of CLT approach in T.S.S. In addition, it was considered that this critical
classroom observation was one of the data gathering tools to get first hand information to see the
31
practical aspects of CLT. The classroom observation was carried out in three sections for three
consecutive periods while teaching /learning speaking lessons. Only the useful points critically
related to the study were discussed. Hence, the classroom observation result is presented and
analyzed.
The researcher and his co- observer observed how
the teachers’ and students’ roles in using
CLT in teaching/ learning speaking the target language English were realized, and challenges
that inhibit
the practice of CLT in T.S.S were also the points of observation. The classroom
observation was carried out to seek answers for the major research questions which were
addressed under this study.
The data from classroom observation showed that the English teachers rarely implemented the
principles of CLT approach in teaching speaking as per the principles that they were expected
to follow (see appendix A). This was also substantiated by the findings of students’ questionnaire
and interview responses. On the other hand, scholarly findings assert that CLT approach is
possibly applied if and only if teachers take their role in the aspects of implementation. For
example, Freeman (2000) indicated that teachers take particular roles in CLT approach. First, the
teachers facilitate the communicative process that all learners in the class participate.
On the contrary, the researcher noticed that a teacher from grade nine E did not give the chance
for students to interview each other and they were not given group discussion. It was conducted
only as whole class led by the teacher. During that time he was trying to move among the
students, but they did not reply to him in English. Here, it is possible to justify that English
speaking instruction has failed. In addition, in grade nine A, students were told to choose two or
three adjectives for comparing each city’s picture so as to make up their own sentences and talk
to each other. In this case, she tried to make the students involve in learning speaking skills
(L.S.S.). She also tried to motivate the class by explaining the given example which is found in
the text.
Furthermore, she told them to follow her attentively using L1. Although the teacher did not
present the speaking item in a meaningful context to develop the students’ language proficiency,
some of them were relatively motivated to do the activities.
32
After this, she ordered the students immediately to use their sentences to talk in pairs. However,
it was very essential to give much more time for oral communication and production activities to
help students. The concept of using CLT approach in T.S.S implies that it works for filling the
information gap.
As Richards and Rogers showed that teacher acts as analyst, councilor and group process
manager, adding that the world wide increasing demand for good communication has increased
significantly the responsibility on English teachers. So, this notion suits with the instance of the
scholars on the points of view regarding to the commitment of the teachers to implement the
theoretical principle of CLT approach. Apart from this, the researcher realized in his classroom
observation, classroom speaking activities were dominantly covered by the local language rather
than the target language English and the lessons were presented with the direct interpretation
from English to the students’ mother tongue. In case of this, the influence of mother tongue
enabled the students not to use and understand the target language English which in turn can
contribute to their fluency. This was also seen during the interview, all the teachers have replied
that they use mother tongue [see the appendix C] it signifies that the teachers seemed to be quite
familiar with the vernacular language and they occasionally use as means of teaching purpose
although it has not been advocated in communicative language teaching and in language learning
methods (Duff and Polio, 1990; Polio and Duff, 1994; Cook, 2001). Furthermore,
communicative language teaching has referred to neither the advantages nor disadvantages of L1
use, it is believed that L1 use should not have a place in communicative classes (Piasecka,1998
and Cook ,2001) ; as Atkinson (1993) and Galloway (1993) argue, communicative language
teaching approach seems to avoid addressing L1 use. As a teacher personally, the researcher does
not support the use of local language in teaching speaking skills if it requires achieving the goal
of CLT approach in EFL classes.
Regarding this, it verifies that the English teachers in Merti Secondary school are confused to use
CLT approach in their T.S.S. Because it was designated from the responses of the students’
questionnaire and the findings from both teachers’ and the students’ interview that most of those
teachers who were observed, did not urge the students to make interaction via English discourse.
They were casually tolerated when the students used their native language to work in group
discussion. In other words, teachers allowed students to employ their mother tongue in order to
33
interact with the group members. It implies that they are unable to implement CLT A in T.S.S. in
EFL classes.
On the other hand, it was possible to say that almost all class activities were directed by the
teachers and followed by the whole class. Thus, the result revealed that the role of the teachers in
the implementation of CLT approach in T.S.S was found to be less.
4.1.2. Students’ practice towards learning speaking in CLT approach
Table 1 below presents the results of students’ responses on how the CLT approach is practiced
in the EFL classroom with regard to teachers’ implementations in using CLT principles. It
consists of data from the student's questionnaire.
Table 1. Student’ response towards speaking practice
Alternatives
No
1
Items
Yes
Do you communicate in English whenever you are 32(80%)
No
8(20%)
engaged in a group discussion to do tasks and
activities?
Total
2
40
Do you practice speaking English when you are 35(87.5%)
5(12.5%)
outside the classroom?
3
When you speak in front of your classmates, what
do you feel?
Total
Happy
10(25%)
30(75%)
Shame
30(75%)
10(25%)
40
Table 1 (item No, 1) shows that 32(80%) of the respondents reported that they did communicate
in English whenever they were engaged in group activities and the findings of the interview also
revealed this whereas 8(20%) of the respondents claim that they did not communicate in English
wherever they were engaged in group activities. English wherever they were engaged in group
34
activities. Though almost all respondents 32(80%) expressed that they were able to communicate
in English, the classroom observation revealed the opposite. They did not communicate in
English as claimed. The implication of the result goes with the findings of Jha (2013) which
states that learner center approach that is an offshoot of methods like learner autonomy and
multiple intelligence is not practiced in reality in Ethiopian classroom as the learners are fully
dependant on the teachers for all activities and were reluctant to develop a sense of responsibility
for the outcome of their own learning.
Table 1 (item No, 2) shows that nearly all of the respondents 35(87.5%) stated that they speak
English and practice outside the classroom. In line with this, some students during the interview
responded that they could express themselves in English. On the other hand, 5(12.5%) of
questionnaire respondents disclosed that they did not practice speaking outside the classroom and
simultaneously most of the interviewees replied as well. The result of the interview certifies that
it was the opposite of what the majority of the respondents have claimed. According to Ael
(1986) EFL learners express their inability and sometimes acknowledge their failure in speaking
a foreign language. So, it was possible to infer that they were not honest to give real information
about themselves. This implies that students have not yet been aware of being realistic to make
speaking practice via CLT approach. However, few of the respondents were real responsible to
put logical facts properly; they replied that could not speak about themselves using English.
Table ‘1’ (item no. 3) indicates that most of the participants respond that they feel happy when
they speak in front of their classmates. However, a few of them give their answer that they feel
afraid when they speak in front of their classmates. Even if the majority of the respondents
pointed out that they feel happy when they speak in front of their classmates, it did not confirm
that they feel happy when they speak in front of their classmates. In line with this, the researcher
noticed in his class observation that almost all students were passively sat in the classroom while
they were engaged in group discussion.
Additionally, the findings of the interview with the teachers and students showed that students
were afraid to speak in English due to lack of confidence and background knowledge. They
sometimes commit serious mistakes and at the same time their classmates paraphrase what they
say when they make mistakes during their exercises. This implies that they were not happy in
speaking the language due to the fear of being ridiculed by their classmates. However, Knight
35
(2003) asserts that each learner is expected to be an active participant who interacts with other
learners and asks for information. Therefore, they are expected to communicate without any fear
if they need to improve their speaking performance. In relation to this, teachers are responsible to
facilitate the students with more opportunities for expressing themselves freely. In addition to
this, they need to be engaged in implementing the purpose of their language communicative
development. Meanwhile, the integration of language for communication and CLT is not alike.
Therefore, it can be concluded that the students just kept silent and stayed away from the
practice of speaking the target language English.
4.1.3. Students’ role in conducting speaking practice
Table 2. Students’ practice of speaking in the EFL class
1
2
Who covers more time of Student
6(15%(
speaking in the classroom?
34(85%)
Teacher
Which specific language skills Reading & writing
15(37.5%)
does the teacher emphasize Oral language skills (speaking & listening)
11(27.5%)
more?
14(35%)
Vocabulary & grammar rules
3. What do you often do to Getting on with conversation outside the 9(22.5%)
promote the practice of classroom.
speaking English?
Persistently taking part
in asking and 9(22.5%)
answering questions
Being involved in a hot group discussion
19(47.5%)
Item no 1, table 2 shows that few of the respondents 6(15%) have just replied that they cover
more time speaking in the classroom but nearly all of the respondents 34(85%) replied that most
of the time to speak English was covered by the teacher. Though few of the respondents said
that more of their time of speaking is covered by the students, it was the fact that it was the
teachers who spoke in English most of the time. This implies that the majority of the respondents
were not properly given time to engage themselves in interactional activities. The results of the
36
classroom observation and the findings of the interview with the students proved that teachers
take more time speaking in the classroom.
In addition, shortage of time and large
implementation of
class size
were
the causes that hindered the
CLT approach in the practice of teaching speaking skills. During the
interview, one of the teachers complained that she could not address every student at once. But
the most important thing in a communicative classroom is providing students with opportunities
to speak in the target language. One way of doing this is proposed by Gower et al. (1995). They
expound that controlling the time the teacher talks improves the proper implementation of CLT.
But, the teacher did not give much time for students to discuss on certain tasks and they were not
motivated to respond. Therefore, EFL teachers need to know how to balance between the time
allotment for teachers' and students time to speak English. The purpose, according to Gower et
al., is to give the students maximum opportunity to talk, to listen to them closely, and to
appreciate their efforts. However, the teacher consumes most of the time during presenting,
clarifying, modeling or revising a language, setting up activities, giving instructions and
feedback, providing language input, and establishing rapport by chatting with students'
situations. It means that students do not have more time of speaking, which results in students’
poor speaking practice. Cognizant of this fact, teachers are highly expected to provide more time
of speaking to the students rather than covering more time of speaking by themselves.
Item no 2, table 2 revealed that 15(37.5%) of the respondents answered that teachers emphasized
more on reading and writing skills, but again, 11(27.5%) of the respondents forwarded that
teachers emphasized more on oral language skills (speaking & listening) whereas 14(35%) of the
respondents replied that the teachers emphasized more on vocabularies and grammar rules. Even
though the respondents came up with various responses, the outcome of the classroom
observation supported that the teachers focused more on language rules. However, according to
Brown (2007) language techniques are designed to engage learners in the pragmatic, authentic,
functional use of language for meaningful purposes. Organizational language forms are not the
central focus, but rather, aspects of language that enable the learner to accomplish those
purposes. Consequently, it implies that teachers have traditionally been influenced by the
grammar teaching approach than CLT approach although it does not deny language pattern rules.
37
It points out that teachers are still very much behind the CLT approach and students do not still
have more access to practice speaking skills in the EFL class.
Item no 3, table 2 vividly states that 19(47.5%) of the respondents were involved in a serious
group discussion, and 9(22.5%) of the respondents were engaged in conversation outside the
classroom. Moreover, 9 (22.5%) of the respondents replied that they took part in persistently
asking and answering whereas 3(7.5%) of the respondents practiced story telling, and role
playing activities. Despite the fact that the majority of respondents claimed that they were
involved in serious discussion to develop their speaking skills, it was not found to be true
practically when the researcher observed them engaging in group activities. To substantiate this,
currently, Johnson (2007) has stated that the unwillingness of the learners to discuss in English
when they are given pair works and group activities in speaking are due to the fear of making
mistakes. In addition, many of them were bored
doing interactive and group activities.
Therefore, in this case EFL students may not have emploed speaking practice in the target
language.
Even those who claimed in the interview that they spoke in the target language outside the
classroom mentioned that most of the time they were often teased and flattered by the members
of the community (see Appendix B). Nevertheless, many findings reveal that in communicative
language classroom learners are provided with opportunities to rely on themselves (Woods,
1996) and to acquire the target language "by using it rather than by studying it" (Taylor, 1983).
In other words, students can be responsible for the process of their own learning, and will acquire
the language when it is presented to them implicitly rather than explicitly and they can be
encouraged to use the target language for problem-solving, communicative tasks, information
exchange, and meaningful interaction (Richards, 2,006). However, it did not display that they
had developed the habit of making conversation during their English class discourse. In the
meanwhile, it was true that there were few exceptional and outstanding students in each selected
section who were observed while they were persistently asking and answering questions during
the EFL class.
38
While very few 3(7.5%) replied that they were practicing in story telling and role playing
activities, this looked very doubtful because the researcher did not observe any such kind of
activities in the EFL classroom as well as, he did not find such clues during the interview
sessions. Moreover, from the researcher’s long years of teaching experience, there never have
been such students who practiced telling stories and playing roles. So, these respondents were
just pretending to do so and that was only to fill the questionnaire. If it happens practically, it is
true that according to Hayriye Kayi (http://unr.edu/homepage/hayriyek) students can briefly
summarize a tale or story they heard from somebody beforehand, or they may create their own
stories to tell their classmates. Engagement in story telling activities fosters creative thinking. It
also helps students to express ideas in the format of beginning, development, and ending,
including the characters and setting a story has to have. Likewise, if students pretend they are in
various social contexts and have a variety of social roles they can put into practice what they
learnt in the classroom. In role-play activities, the teacher gives information to the learners such
as who they are and what they think or feel. Thus, the teacher can tell the student that "You are
David, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984). To
sum up, students and teachers poorly attempted to practice CLT approach in order to promote
speaking skills in the EFL classes.
4.1.4. Teachers’ Role in Engaging Students’ in Using the Target Language English
Table 3 Teachers’ role on the students' practice of speaking
No
Questions
1
What should be the role of the teacher Intensively directive
in your practice of speaking English?
strongly fault finder
Carelessly error
corrective
What is the English teachers’ reaction positive
to your practice in CLT approach in Negative
English?
Does your English teacher motivate you Yes
to speak English in classroom all the No
time?
2
3
Alternatives
No.
%
Respondents
31
8
1
77.5
20
2.5
39
1
97.5
2.5
38
2
95
5
39
Item no.1, table 3 illustrates that how the teacher plays significant role in the students’ speaking
practice. 31 (77.5%) of the respondents declared that their teachers were intensively directive in
the practice speaking English, and 8(20%) of the respondents mentioned that the roles their
teachers often played were to be mainly fault- finders when they tried to practice the speaking of
English. However, only 1 of the respondents claimed that the role of teachers was merely error
correction. According to the former respondents, the teacher played intensively directive role.
During the interview, one of the teachers said
“I make them participate in the situation. The material itself is prepared …. In my part,
the students speaking skills practices do not involve them in the activities, giving chance
to the students at certain points. The other one is, I may go round and monitor their oral
skills. Sometimes when you ask students to say something about certain points, I just go
around seeing whether they are actually doing what the teacher says.
On the other hand, one of the students in the interview has answered as follows.
Our teacher makes a lot of efforts, but I do not believe that there has to be more support
to do it adequately. I think students should be given more opportunity of free talk in the
classroom, though the teacher tries hard to involve the students in learning to speak the
target language English. It also seemed that students do not struggle to overcome our
problems more.
The other student interviewee replied as follows about the role of the teacher.
First of all, when the teacher teaches English, there are different techniques according to him.
As to me, the first criterion is teacher should give opportunity for the students to participate in
the class activities/group discussion, in pair work. Secondly, teacher is expected to facilitate the
students in order to express themselves in the language. Likewise, giving different assignments in
English help us to practice speaking English outside the class with our friends. In addition,
students need to be encouraged to present in front of their classmates. If the teachers’ role is in
such away, I hope it will be useful.”
40
This is substantiated by the following scholars’ findings, Larson Freeman, (2000) indicated that
teachers take particular roles in CLT approach. First the teachers facilitate the communicative
process so that all participants in the class can participate. The teacher is as a participant who
engages in the activities. In addition, Richards and Rogers showed that teacher acts as an
analyst, councilor and group process manager , adding that the world wide increasing demand for
good communication has increased significantly whereby
the responsibility
has been
shouldered by English teachers.
This would be very true if it happened in real situations. However, the result of the observation
displayed that the teacher, mainly dominated the time of speaking performance instead of
facilitating the situation so as to make the students practice the language. Apart from this, the
latter respondents uttered that teacher is strongly a fault finder. The teacher in a communicative
classroom has totally different roles for her/his counterpart in the classroom, who claims
superiority over her/his students, leaving no chance for them to practice the target language or to
express their attitude regarding their learning (Hedge, 2003).
Nevertheless, the observed fact was totally different from the second respondent’s answer.
During the classroom observation the researcher noticed that it was possible to say that nearly all
the teachers were tolerant of correcting students’ errors. If the teachers were so, they were
observed as strongly finding the students' errors. Thus, it was possible to infer that the teachers
were not strongly fault finders. The other respondent asserted that teachers are careless in their
error correction. Actually, it seems to the respondent that since the teachers were not observed
explicitly correcting errors he felt that they were careless in giving the corrections. Nevertheless,
teachers are systematic and directive role models for their learners to practice speaking skills in
EFL classes.
Table 3(item no.2) indicates that 39(97.5%) of the respondents supported that the teachers’
reaction to their practice is positive while 1(2.5%) of the respondents replied that it was negative.
This implies that there was a positive relationship between students and teachers. If this was so,
it could pave the way for implementation of CLT approach. As a result of that it reflects more
41
social relationship between the teacher and the students. This is also asserted by the result
obtained from one of the student’s interview,
“It seems to me, he is responsible to teach the lesson in the textbook in the way we
can understand. He is the teacher who helps us to have an interest in English
language: he teaches us English in a simple way that we students can easily
understand it. Therefore, he has a big role in our English language skill
development. For the question ‘how’ he is the teacher who is teaching us how to do
the tasks and activities which are found in the textbook; he teaches us in the level of
our context. He is our teacher who shows us the way how to communicate in
English.”
The above response clearly implied that teachers play significant role in such way. Moreover,
Little wood et al (1981) claimed that She/he is a guide, a planner, an organizer, an inspector, an
assessor, a prompter, a resource, a facilitator of learning, an instructor, a curriculum-developer, a
classroom manager, a consultant, and a monitor in communicative class.
Though the teachers and students had a good relationship with each other, CLT approach could
not be implemented as it was intended to. However, this is not true, according to Widdowson
(1978), communicative approach is implemented in many countries across the world, and one
must admit that in practice there is a lot of resistance to go unchanged. In spite of the fact that
almost all respondents depicted that teachers’ reaction towards their practice was positive, it was
possible to say that there is a gap somewhere to implement CLT approach in T.S.S. On the other
hand, it might be caused by low proficiency level in English or their lack of confidence in their
English ability is almost universally identified: in the literature, see(Littlewoods, et.al, 2007 ).
The perceived demands of CLT, such as teaching in the target language, lead to teachers’ lacking
confidence in their English ability, particularly in their speaking and listening skills (Kuchah,
2009). To put it in simple words, it will be fruitful if teachers’ persistence in practicing CLT has
a positive effect on implementing CLT. The practice of CLT highly depends on the teachers’
willingness to leave their comfort zone.
Table 3(item no.3) discloses that 38(95%) of the respondents said that the teacher motivates
them to speak English in the classroom while 2(5%) of the respondents said that the teacher does
42
not motivate them to practice speaking in the classroom. In line with this, to some extent, the
result of classroom observation also approves that all the observed teachers have endeavored to
motivate the students to practice speaking the language. However, when they are compared to
one another, one was better motivated than the others. This was also supported by the result of
the findings of his interview. He says
“As to me, I try to apply the principle of CLT. I involve students in an interactive
situation applying in which students discuss certain issues which are well familiar with
them. The material by itself is prepared using CLT approach before the tasks or the
activities which are designed in a way that make students interact in the class. There are
activities which required the students to practice and discuss points, to role play the
activities which the students are involved in their speaking skills. Actually, we do not
consider to make difference … but the material itself provides the students with different
activities that motivate them to say something of their own. Sometimes, I may ponder
certain situation that they may actually participate and say something of their own. The
material is already designed in CLT approach and students are normally asked to
describe in role play or story telling that they know (see the Appendix C).”
In other ways, according to Brown, (2007) language techniques are designed to engage learners
in the pragmatic, authentic, functional use of language for meaningful purposes. The response of
the majority could be accepted even though there was a lack of confidence among the students.
Students were not observed making efforts to develop their speaking practice in English.
4.1.5. Students’ Autonomy in the Implementation of CLT Approach in Learning Speaking
Practice.
CLT approach puts students at the center of the teaching learning process and simultaneously, it
requires students to play an active role significantly in the interactive classroom activities. In
other words, CLT reflects more social relationship between the teacher and the learner. The
learner center approach gives the students the sense of ownership of their learning and enhances
their motivation, Brown,(1994). Following this, Richards and Rogers state that CLT emphasizes
the process of communication that leads the learner to use different roles from the traditional
43
approach. The role of the learner is as negotiators between themselves and learning process, and
object of learning. Learners are actively engaged in negotiating meaning by trying to make them
understand within class procedures and activities.
In case of this, the grade 9 English students’ textbook and teachers’ guide book are designed and
prepared so as to provide for the students with many communicative opportunities i.e. they are
encouraged to have active participation in the group activities. As one can understand from the
findings of the interview, one of the teachers has explicitly stated this phenomenon. However, it
was truly the same that few students rarely spoke and even if they did, it was only when their
teachers invited them to react to the questions and they mainly replied in chorus. According to
Moss and Ross Fieldman (2003) learners need to speak and understand spoken English for
various reasons. Immigrant adults need English for daily life to communicate with doctors
,school communities in work place, learners with all proficiency levels can communicate and
they should be appreciated, encouraged and challenged to further their skills.
The students need to participate in interactive communicative activities in the class. Truly
speaking, it does not testify that the tasks and activities in this level are interesting and enjoyable
because if they were encouraging and initiating, they could be powerful to make the students
productive in communicative learning approach (CLL).
4.2. Teachers’ and Students’ Commitment towards to the Practice of using
CLT
To improve the ability of speaking the English language in real context, it is obvious that
teachers’ and students’ commitment
is very important for making the decision to implement CLT. So this may serve as one way of
investigating the challenges that impede the practice of using CLT.
4.2.1. Teachers’ Commitment Towards the Implementation of CLT in T.S.S
The researcher interviewed three teachers to investigate their commitment. They are coded as T1,
T2 and T3 and the same six questions were forwarded to every English teacher. The responses
44
obtained from each of them were discussed and analyzed together with the findings of classroom
observation and questionnaire in the following manner.
The first question was about how teachers commited to the use of CLT approach in their
teaching speaking skills at the EFL classes. They gave almost similar responses to this question.
All of them stated that they have positive commitment to implement the CLT approach such as it
helps the students to improve their speaking practice. Students are made to work in pair group
work, role play via CLT.
T1 :
“I think CLT uses for students, especially in a practical situation. It lets them
take some issues from the environment in their own context to talk by comparing
and contrasting in line with their textbook. It also urges them to make speaking
practice in front of their classmates by translating their local situation and then
practicing in their classes so in my view they can improve their speaking skills.
On top of this, T 2
In my view, CLT helps to involve students in an interactive situation that they
discuss issues that are familiar to them. I think that the other one is that the
textbook itself is prepared using CLT approach. The activities or tasks are
designed in such a way that makes students interact in the class. There are tasks
and activities which require students describe, discuss points and role play.
In addition, T3
As to me, CLT makes the students adjust themselves with environmental
situation. The text instruction is designed to be learner-centered approach.
Though all the interviewees have almost the same perceptions to this item, they did not tend to
use more communicative activities in their EFL classes. The results of the interview and that of
the classroom observation were a bit different in spite of their positive commitment. It sounded
that they slightly pretended to view the CLT approach positively. On the other hand, the
investigation of teachers’ attitudes may serve as the starting point to identify the possible
45
contradictions between their beliefs and CLT principles. Dalkas, (1995) stated that the CLT
teacher is often believed to be more autonomous, but the teacher decides what he’s/she’s going
to teach.
The second question was about the tasks and activities that teachers considered to involve
students in speaking skills.
The first teacher (T1)
I consider different techniques especially to involve students. Based on the
textbook, I consider some samples or information and I invite them to role play
in front of the classmates. I let them present that situation even if they make
errors. I usually appreciate them by letting the class clap their hands when they
get this, I expect they will compete by the next class because they like it. If I give
motivation for they will be hurry to present next time.
(T2),
Usually we do not consider different situations to classroom interactive to the
students speak. The materials itself provide activities that motivate or initiate
students to say something of their own. I may ponder something that makes
students participate but usually the material is designed in CLT approach.
Therefore, students asked to either to discuss or describe or role play or if it is
story telling they tell stories that they know.
(T3)
As to me, to involve my students in learning speaking skills is in group discussion,
telling story, pair work, role play, interview skill, study skill ETC.
Though the second respondent seemed to consider not different activities and tasks from the
textbook T1 and T3 responded that they experienced different techniques relating to the textbook.
In other words, it sounds that the outcome of all is nearly similar. This is also approved by the
result of classroom observation and students’ questionnaire along with an interview. Apart from
this, Richards & Rodgers (1986), stated that the theory of communicative language use, and was
extended into a design for instruction, materials, classroom techniques, teachers, and learners.
The goal is to develop learners’ communicative competence. Furthermore, Harmar (1991)
46
expressed that teachers’ job is to assess the students’ work to see how well they perform to
practice speaking a lot.
The third question was about what the teachers’ role seemed in their students learning speaking
skills in the EFL classes.
T1
Because it seems to me English needs practical situation and it can be improved if
and only if students try to practice or use it. As a teacher, I am expected to
facilitate, organize and leave them to practice speaking the target language in
group discussion. I provide them information. I encourage them to use the target
language, even when they are in group.
T2
For the students’ improvement of speaking abilities, I, in my part, am advocating
to involve them in giving chance to say something on certain points. The other one
is, I may go round and monitor their oral skill. Sometimes, when you ask students
to say certain points, some may just code shift to the mother tongue and say
nonsense things.
T3
As I think, my role is to encourage and motivate the students to speak the target
language. I facilitate the students with necessary materials and I explain the way
how to do the exercise.
Though all the interviewees described that they seemed practically playing their roles to
implement the CLT approach in the EFL classroom, it does not imply that their products
(students) reflect their inability of speaking English adequately. In addition, the data obtained
from questionnaire, interview (students) and classroom observation reported that students could
not express themselves well in English. Nevertheless, CLT management is a generalization of
the degree of the learners’ participation, initiatives and negotiation. Similarly, communicative
experience can be provided in the classroom till the settings of classroom teachers talk
opportunities for the learners self express, (Cleverer, 1989).
47
Approaches to language teaching today seek to capture the rich view of language and language
learning assumed by a communicative view of language. Jacobs and Farrell (2003) identify the
key components of this shift: Focusing greater attention on the role of learners rather than the
external stimuli learners are receiving from their environment. Thus, the center of attention shifts
from the teacher to the students. Nevertheless, they are heard expressing their inability to
communicate in English.
The fourth question was about whether students were interested in speaking practice the target
language English.
T1
Of course not. They are usually unwilling to talk in group work due to other students imitate
them for mocking and laughing. After the teacher left class, they call his/her name and
pronouncing what he/she said. Students are seen acting against speaking in English.
Female students consider themselves inferior male students though they are naturally
better in pronunciation than their counterparts. They often tend to make discussion in
their mother tongue.
T2
No. they are not interested in speaking practice due to fear of making mistakes. They
believe in learning the form based on examination.
T3
Um! Students are not motivated to practice speaking when they are made to work in
group, pair or the whole class. They simply prefer to learn grammar rules
As all interviewees mentioned that students were not interested in speaking practice, the
researcher also tried to support the lack of students’ interest through the findings of classroom
observation, students’ questionnaire and interview. Even if the level of student varies from place
to place, they do have universal nature. For instance, Pargen wood, (2006) believes that this
method does not fully prepare the students for exam, and he adds that students and parents
require teachers to help them pass the exam. Furthermore, Gosege, (2004) has just pointed out
that parents and students know speaking skills are not tested on the exam, but the government
48
puts pressure on the teachers to implement CA. It implies that teachers believe this made it
difficult or impossible to practice communicative language teaching because parents and
students tend to achieve in exam rather than being interested in speaking.
.
The fifth question was about whether the teachers believed teaching speaking skills only in
English or/ inline with mother tongue.
T1
Most of the time, I use English but sometimes I use native language because
students do not understand if I regularly use English. For this reason, I believe in
using mixture Amharic and English side by side.
T2
Normally, I do speak the whole period in English because I observed some signs of
retreating of students from my class. They just understand little and they prefer to
stay outside. Because of this, I changed my way/my style and these days I am
convinced to talk more in mother tongue. If I say a lot and if they understand little,
it is nothing to teaching. One of the principles of instruction is simplicity. If I make
thing simple for them to understand what I say, that is better rather than talking
the whole period in English and leaving the students without getting/adding
anything.
T3
Of course. Most of the time, I use English, but sometimes I use Amharic and Afaan
Oromo. In case if I use English the whole period, they do not attend my class
It is possible to say T1 and T3 expressed that they believed in using English most of their periods
but they sometimes tend to use local language for the sake of students’ understanding. The
principle of CLT does not fit with their response and it looks that they use the failure of the
students’ understanding as a camouflage for their own low language proficiency. Because the
researcher observed when they present their subject matter knowledge to the students, they fail to
49
keep grammatical rules. In addition, teachers’ low proficiency level in English or their lack of
confidence in their English ability is almost universally identified (Littlewoods et al., 2007).
On the other hand, T2 has given the true worth response. This has been approved in his interview
response and cross checked by classroom observation. Though the local language use is not
advocated in the EFL classroom, the real situation sounds agreeing with T2 because of our
students’ contextual background. In addition, it is emphasized that the significant local needs and
conditions particularly in EFL context by suggesting good teachers everywhere are paid attention
in the context; good training course pay attention to context (Backs, 2003).
The sixth question was about what the teachers suggest from their experience to enhance the
students’ learning to speak the target language English.
T1
In my experience, it is better to advice students a lot to practice speaking English
again and again. As a teacher, I give them the chance to practice in front of the
class. It is better to have language laboratories and clubs in every school.
T2
The best way to help students use the language in class or otherwise is to allow
or give the chance to use English. If they are allowed to use their own English,
that is the best choice to improve and is well highly recommended.
T3
In my opinion, I want to see students use their own words to express themselves
rather than being bookish (See Apendex C for all).
Despite the fact that different expressions have been used by the teachers, it is implicitly the
same description. Students should be given freedom to practice communicative language
learning approach to make realistic in their everyday life communication, but it does not mean
that it ignores the teachers’ role.
According to Hymes (1972), define “communicative
competence” is what a speaker needs to know in order to communicate in a speech community.
Moreover, he states that competence should be viewed as “the overall underlying knowledge and
50
ability for language which the speaker-listener possesses and it entails knowledge of the
language and the ability to use the knowledge in context. However, it was not found that they
endeavored to increase the students’ learning speaking skills in EFL classes. This in general
implies that they have already not developed the habit of speaking practice.
4.2.2. Students’ commitment towards the CLT approach in their speaking practice
The researcher used six question items to investigate the students’ views. Their responses to the
six interview questions were presented and analyzed along with the findings of classroom
observation and questionnaire in the following manner.
The first question to every student was to find responses why they need to learn English
language. Students gave quite different answers. They said that they need to learn English for
different purposes.
They set themselves as demanding goals and they wanted to master English in a high level of
accuracy and fluency. The researcher judged that their responses were one and the same directly
or indirectly. The respondents want to learn English for different communication purposes. So, it
is possible to deduce that the students have got in sight of the global nature of CLT approach.
The need of an appropriate learning method is best due to CLT serves as a major source of
influence on language teaching and learning practice around the word (Rechard, 2,006). The
second question of the interview was “Can you speak about yourself using English?” All the
interviewees responded that they could express themselves in English. Though the interviewed
students speak that they could express themselves in English, and at the same time Nun (1991)
states that most people are mastering the art of speaking the single aspect of learning EFL.
However, it is not the fact that the students can express at this level as the researcher has noticed
during his classroom observation. For instance, the teacher asked them to speak about their
special qualities of the present or the future in nine section D, he observed one student saying “I
good at driver” instead of saying I am good at driving. Therefore, to express themselves in
English well, they should develop the four integrated language skills (listening, speaking,
reading and writing). This is also confirmed by Richards and Rogers, (1986) that teacher has to
vary the students’ communicative activities on the base of fluency and accuracy in order to
51
enable them to satisfy their needs and fill the gap they have. This happens through teaching the
integration of four language skills, (listening, speaking, reading and writing).
The third question of the interview was “How does your English teacher play a significant role in
your English language development?” Almost all of the interviewees responded that the teacher
plays a significant role in supporting them.
Of course, it is undeniable that the teacher plays significant role in the students’ L.S.S. The
teacher is a facilitator and a learning resource rather than an instructor; the teacher collaborates
with students to select goals, content and processes in the classroom; and the teacher encourages
students to develop independent learning skills" (Robinson and Selman 1996). This is also
supported by the findings of the questionnaires and interview with the teacher even though the
researcher did not fully observe the teachers’ role in the classroom in such way. Actually, the
teachers’ role changes from being the sage on the stage to becoming a guide on the side of
students (Mowrer, 1996, as cited in Pentcheva and Shopov, 1999, p. 45). The researcher totally
agrees with this writer’s view and he suggests that the students should contribute their active role
in the process of teaching learning activities.
Regarding the fourth interview question was “What are the problems regarding the practice of
speaking English, in other words, what are the challenges that you encounter when you try to
communicate with people in English?” Students presented that there are several challenges
which they face during their speaking performance (See Appendix B). All the stated challenges
are open facts that affect the students’ L.S.S. Nevertheless, as Mord (2003) found that teachers’
cognition such as knowledge, their perception/beliefs and way of thinking has typical role in
their teaching career according to the principle of CLT. So, students are also expected to
overcome these challenges n order to achieve the implementation of CLT approach. In the openended question types, the respondents approved that existence of real problems even they have
gone to the extent of giving solutions. Thus, it is possible to judge from this point of view that
the problems are already identifiable to the concerned stakeholders (See the same Appendix B).
Towards the fifth question, how can CLT are manifested as a holistic approach in your daily life
communication? For this question, students have brought different opinions. On one side, they
52
claim that CLT approach is manifested among well educated family. On the other side, they
forwarded that CLT is not yet manifested as holistic approach among the students and teachers.
As a principle, communicative language teaching approach (CLT) is an approach to language
teaching that emphasizes the interaction both the means and the ultimate goal of the
communicative competence. In other words, it is as a paradigm set of principles about the goals
of language teaching, how learners learn a language, the kinds of classroom activities that best
facilitate learning, and the roles of teachers and learners in the classroom (Rechard, 2,006).
Therefore, it has overtly meant that the interviewees did not answer the question with full
understanding that is why they came up with different responses. And they were proposed to
shoot the goal of CLT allspproach on their daily life communication. However, the researcher
did not find the valid response as he desiring processned. Anyway, he asserted from his
classroom observation that CLT approach is not holistically implemented in Merti EFL classes.
In addition, the communication approach is implemented in many countries across the world but
one must admit that in practice there is a lot of resistance to go unchanged (Widdowson, 1978).
For the sixth question, “What would you practically like to see in the teaching learning process
to enhance your communicative skills?”The interviewees suggested that they would practically
like to see in teaching learning process to enhance their communicative skills as to have well
trained teachers at all levels.
This is also supported by many scholarly findings that teachers’ professional training is an
important factor in promoting the implementation of CLT Teachers’ professional training that
would help them understand the theoretical bases of CLT and apply appropriate teaching
practices (Goswami, 2010). On the other hand, the interviewees claimed that teachers teach using
vernacular language instead of English language. This notion does not imply that teachers’ lack
of proficiency, which may be more than adequate, but rather a lack of confidence predicated on
the belief that native-like competence is required to teach CLT successfully. A number of writers
have argued that such resources, used appropriately, can offer much support to teachers (Nunan,
et.al. 2003).
53
On the other hand, the views of the interviewees may be accepted regarding to the teacher who
use local language to explain the subject matter may be due to low proficiency level in English
or their lack of confidence in their English ability. In addition similar findings have been
reflected on the open-ended question types and the interview held with the teachers. So, it
implies that all the stakeholders have got common insight even if they have found it the hardest
so as to solve the problems. In other words, it shows that they have lack of integration to enhance
the practice of CLT approach in teaching learning speaking skills in EFL classes (See Appendix
B).
4.3. Challenges that Affect the Implementation of CLT Approach in T.S.S
As the researcher observed the classes, there were some constraints that could affect the process
of teaching and learning activities in the classroom. Hence, the difficulties which were
commonly shared by both teachers and students are presented, discussed and interpreted as
follows:
4.3.1. The influence of mother tongue on the implementation of CLT approach in T./l.S.S.
Both teachers and students were using L1 during the English spoken periods. It implies that they
have traditionally developed the habit of utilizing mother tongue. This also approves by the
result obtained from the teachers’ interview and students’ open ended questions. In addition,
Jones (2007) suggests that when working together in pairs or groups, students are tempted to
speak in their common native language rather than in English. Then, it is the teacher who
manages each and every activity of the students’ in the classroom. This claimed that there was
problem in the practice of using CLT approach in T.S.S.
It was clearly observed that students used their mother tongue during group discussion and
interactive activities. Of course, this problem was being reflected in all the three selected sample
sections, and such a situation might be found in every school found in Ethiopia. Besides this, the
researcher feels that the background of the students is similar in every part of the country.
Moreover, the interviewees appeared with significant evidences that they use their local language
during English discourse. And the results of the classroom observations have also asserted that
the English teachers used direct interpretation during giving instruction and explanation.
54
Consequently, implementing CLT approach in Ethiopian schools context seems profoundly
more problematic and widely spread overall.
4.3.2. Low level of Students’ language proficiency in the practice of using CLT approach in
L.S.S
The level of the students’ English language proficiency was very low. On the other hand, some
students were seen facing serious challenges with shortage of English vocabularies when they
were trying to speak in the group. It was asserted from the data of the interviewees and students’
open ended questions that they could not express themselves in English (see the Apendex B). In
line with this, the peer pressure, lack of confidence, lack of motivation or interest and mother
tongue interference influenced their practice of CLL. The results of the students’ questionnaire
and interview responses indicated that students were affected by peer pressure and gender
difference.
The result of classroom observations revealed that students exhibited poor speaking performance
and this was proved through the researcher’s
classroom evaluation. During interview, the
students informed of the many challenges they faced when they try to practice speaking skills
and this was in line with the responses from the teachers’ interview. Therefore, from the above
stated points, it is explicitly possible to infer that CLT approach in T.S.S takes long time to be
adapted practically in our context. The other one problem was that professional training level
might result in discrepancy of the implementation of CLT approach, and it seemed that teachers
were not truly aware of the practical use of CLT in T.S.S. Hence, they mainly focused on
covering annual lesson portion rather than giving attention to the students’ speaking practice
4.3.3. Large class size and time constraints affecting the implementation of CLT approach
in T./l.S.S
Large class size highlights a range of impediments on the practice of using CLT approach. In
line with this, large classes are common in many parts of the world and teachers believe this
makes it difficult or impossible to practice communicative language teaching because, for
example, they cannot closely monitor students’ language use (Little wood, 1998) or use pair
work and group work. Problems of control and discipline connected with learner-centered
55
teaching in large classes have also been raised (Butler, 2005; Carless, 2004; Littlewoods, 2007).
It means that students could not have the turn to speak when they are engaged in a group work
activities. This is not advantageous to them in CLL since large class does not allow providing
them with more opportunities to practice the target language. Likewise, it was also true that one
of the interviewed teachers reveals that she could not manage all at once.
It was also observed in the class that, at the middle of their discussion, she reminded them that
they have only 5 minutes to do the activities. Nevertheless, she did not monitor the time and it
took more than 15 minutes. On the other hand, there was too much noise in the class and a lot of
misbehavior among a few students. For example, they were calling out each other’s name loudly
when they wanted to borrow textbook from their friends.
However, the principle of CLT focuses much more on T./l.S.S in small class size with pair and
group work. It also seems that if each and every student gets the chance to interact with the
group members, he/she gains access to practice speaking the target language. This was suggested
by the students in the interview. According to Anderson (1993), it is indicated that teachers have
some problems in implementing CLT in CL context such as teachers’ problems with the size of
classes which are too large to practice CLT and most of the teachers’ are eager to follow the
traditional form of examination. In addition, the findings of the students’ questionnaire and
interview reported that they complained that teachers teach them to answer only for the
examination ( See the Apendex B). On the other hand, it implies that CLT approach gives more
opportunity for a student to take responsibility of his/her own learning style more than being a
teacher centered approach.
Moreover, Johnson and Smith, (1991) stated that CLT classroom, and group learning activities
are organized so that learning depends on socially structured exchange of information between
learners and groups in which each learner responsible for his own learning and motivated to
enhance his learning. Furthermore, this helps to develop the students’ understanding regarding
the CLL approach.
Opposing this, students consider large class size as concealing atmosphere not to be usually
asked by the teacher. In short, it points out that students have not got insight about their role in
the implementation of CLT. So, it proves that they have big information gap as far as CLT
56
approach is concerned. They simply relate everything to examination; prefer to learn with a
language focus. In relation to this, CLT approach is well recognized by the active participation of
the students. If students did not obtain enough time to practice learning to speak the target
language, it would unlikely be practiced. Though the feature of CLT is manifested as holistic
approach providing more opportunity for the students, this was of course not real in Merti
Secondary school due to large class size. They did not have adequate time to practice and
express themselves in English as the researcher observed. Limited time and large class size were
the most serious challenges that affected the implementation of CLT approach.
57
4.3.4. Other Classroom Challenges Regarding Learning Practice
Table 4 Classroom related factors affecting students’ learning speaking skills
No Questions
1
2
Alternatives
What kinds of situations make you feel Speaking in front of my teacher
10(25%)
uneasy or nervous while you are giving presentation in the classroom
20(50%)
speaking English?
9(22.5%)
speaking in all situation
What are the classroom factors that peer pressure
22(55%)
affect EFL students’ learning speaking gender difference
4(10%)
skills?
teachers’ dominance
12(30%)
Mention if there are others
3
Which factors hinder speaking practice lack of motivation from the teacher 9(22.5%)
in English classroom discourse?
when the students try to speak
Intolerance of the teacher toward 23(67.5%)
committing
mistakes
while
the
students are speaking English
lack of task based practice activities 8(20%)
and participatory based exercise
There
4
should
be
conducive 3(7.5%)
What would you like to suggest in classroom environment
order minimizing the factors that affect students should be encouraged to 30(75%)
the students speaking skills?
speak without anxiety
Well praise response should be given 6(15%)
to the students.
Table 4 (item no.1) demonstrates the kinds of observable situations which make the students feel
uneasy or nervous while they are speaking English. Half of the respondents, 20(50%) reacted
that they feel uneasy or nervous while they are presenting in the classroom, whereas 10(25%) of
the respondents reacted that they feel uneasy or nervous while they are speaking in front of the
58
teacher. A very few 9(22.5%) of them responded that they feel uneasy or nervous while they are
speaking in all situations. One of the respondents did not give any answer. In addition, the
responses obtained from the open-ended question of this item states that the kinds of observable
situations which make the students feel uneasy or nervous while they are speaking English in the
classroom are: teasing at mistakes, shame, feel uneasiness before students who are careless about
their learning, feel afraid when talking with an able students (when teased at), have a consent on
choice ‘A’ and ‘B’, afraid to speak in front of teacher to explain points, misunderstanding the
question, before students who tease and criticize, feel uneasiness when speaking, when talking
out of class, and feel shy thinking that their friends would tease them. Furthermore, they
suggested as solution to the kinds of situations raised as: teacher has to speak or teach in English,
encourage the students, correct when the students make mistakes, interpret into students’
vernacular language and teaching methods of the teacher have to vary.
Though CLT approach is viewed as holistic method for students to practice speaking the target
language English, they still feel uneasiness or nervous when they speak the language. Following
this, Richards and Rogers (2001) say that CLT emphasizes the process of communication that
leads the students to differ roles from traditional approach. In addition, Said (2013) has written
that CLT pays special attention to the students real life needs and improves communication
skills. So, almost all of the respondents gave their responses that they have problems with regard
to speaking English in all observable situations. This was also asserted by the result of classroom
observation and findings of interview. Even though they express different constraints, they also
forwarded some possible solutions to overcome the challenges at their disposal. The researcher
acknowledged that students are uneasy and/or nervous when they speak in EFL classes..
Table 4(item no.2) exhibits the classroom factors that affect EFL students’ learning speaking
skills. Twenty two (55%) of the respondents replied that peer pressure affects their learning
speaking skills in EFL classroom, whereas 12(30%) of the respondents retorted that teachers’
dominance affects their learning speaking skills in EFL classes.
However, 4(10%) of the
respondents replied that gender difference affects their learning speaking skills. Neither of the
respondents gave responses that affect their learning speaking skills.
The majority of the
respondents agreed that peer pressure affects their learning speaking skills (L.S.S). Of course, it
is undeniable that peer pressure might affect their L.S.S since it is culturally strong among the
59
same age groups. Hence, they want to get respect from their friends and they need to act like
other students. In line with this, in the interview, T-1commented that gender difference and
pressure could affect the students’ speaking practice. As a result of this, they put negative
pressure on themselves by comparing themselves to others and this in turn hinders their L.S.S.
On the other hand, very small number of the respondents claimed that gender difference affects
them. (See the Appendix B and c) .S.S. It is true that it can have its own effect on students’ in
LS.S. According to Carrier, (1999) gender affects communication. In addition, other respondents
said that teacher’s dominance affects their L.S.S in the EFL classroom. However, according to
Hedge (2003), the teacher in a communicative classroom has totally different roles from her/his
counterpart in the classroom, who claims superiority (dominance) over her/his students, leaving
no chance for them to practice the target language or to express their attitude regarding their
learning.
Regarding the open-ended question of this item, students mentioned the following factors such
as: lack of support from the teacher’s side, lack of sufficient knowledge of the language, teasing
on student’s side, embarrassment, lack of opportunities to often use of the language in the class,
negligence to English language, and comments that are severe. Furthermore they are also not
allowed to come in after the teacher enters class. Few students who sit on the side make noise,
class disturbance by students, teasing and laughing at mistakes that discourages students. Finally,
lack of teachers’ follow up of the students, fear of making mistakes, and lack of encouragement
from teachers while they practice learning to speak. Though the aforementioned observable
factors are common, they are considered as contributors for hindrances of their L.S.S in EFL
classes. Besides this, during the researcher’s observation, he noticed that the teacher expelled one
of the students though he did not know the reason why the teacher got nervous. On top of that,
the researcher observed many factors that affect the students’ L.S.S. In addition, from the
findings of the interview, some students suggested as follows:
:
“As far as I am concerned, the challenges which I face whenever I tried to
learn speaking skill in EFL class, I am commented boasting himself as if he
knew everything. Others consider me as highly as I act respected person. They
mock me ‘Is it miracle to speak?
60
Though there are numerous factors that affect students’ L.S.S in the classroom, the researcher
believes CLT can be implemented if the teachers are devoted. .On the other hand, many scholars
agree that classroom factors affect students’ L.S.S. For instance, Carless (2004) and Little wood,
(2007) stated that problems of control and discipline connected with learner-centered teaching in
large classes have also been raised. Butler (2005) also refers to what she calls ‘classroom
harmonization’, which some teachers see as particularly challenging during English classes
because of the way they are expected to teach.
In Table 4 (item no. 3), 9 (22.5%) of the respondents replied that lack of motivation from the
teacher hinders their speaking practice, while 23(67.5%) of them responded that wrong reaction
of the teacher toward committing mistakes hinders their speaking practice in English classroom
discourse. But, 8(20%) of the respondents answered that lack of task based authentic activities
and participatory based exercise hinders their speaking practice.
Majority of the respondents, 32(80%) stated that lack of motivation and wrong reaction from the
teacher hinder their speaking practice. It is strongly believed that teachers are expected to plan,
prepare, teach, and give their students enough activities to do in the classes and enable them to
practice. On the contrary, the results do not imply that the teacher does not have the same interest
in all his students, does not make all the students participate, does not show great patience, does
not make his/her course interesting, does not make his/her pupils work, does not show sympathy
for his/her pupils, is not fair to all his/ her students, (whether good/ bad at English) and does not
inspire confidence (in them). If it were so, it can be asserted that he/ she does not obtain the
expected results. Apart from this, Brown, (1997) confirmed that if the students are highly
motivated by the teacher to have better speaking skills, they can develop their communication
skills, and become more eager to take part in activities and pay more attention to communicate
in the target language English.
On the other hand, a very few, 8(20%) of the respondents said that lack of task based authentic
activities and participatory based exercise hinders their speaking practice. But, as the principle
of language use is for communication purpose, i.e. principle of learning a language by actually
practicing it, the practice is carried out through the four language skills of speaking, listening,
61
reading and writing, usually in an interactive mode, that underlies the communicative approach
to language learning. As the focus is on the communicative functions of language, the main aim
of the tasks and activities is to provide ample opportunities for students to practice using English
for a variety of purposes in interesting situations. In line with this, Backs, ( 2003) claimed that in
the developing world, resources are more scarce, hence, change cannot be guaranteed. Moreover,
Ellis and Sinclair (1989) claimed that the language users are not supposed to make pauses and
they should speak spontaneously, and meaningfully without excessive repetition. Thus, while
teaching a language, the teacher is supposed to select learning activities in such a way so as to
engage their students in meaning and authentic language use.
Concerning this item, the responses obtained from the open-ended question are as follows:
misbehaviour on the part of teacher’s side, side talk during class, misconception that English is
not as simple as other language, teasing at mistakes, inattention to the lesson and fear,
misconception that he/she cannot learn to speak English, lack of support from the teacher’s side
and severe comments on mistakes, carelessness in doing exercises and a problem with students
i.e. students do not listen attentively. As a possible solution, the respondents suggested that
assistance given to students has to be good; teachers have to encourage students when they make
mistakes and give corrections, and misconception that learning English has no value/importance
should be removed from the minds of the students. In addition, as TESOL Quarterly (1991)
pointed out that communicative tasks and curriculum language tasks based learning is also linked
to main stream education by its close relationship with experiential learning. To wind up the
above mentioned points, the researcher did not observe the wrong reaction and lack of
motivation from the teachers though the respondents declared its presence. But again, the
researcher found similar facts from the interview on the side of the students that they have
encountered such reactions in their learning process.
Table 4(item no. 4) displays students’ suggestion towards minimizing the factors which affect
the learners speaking skills. Most of them, 30(75%) replied that students should be encouraged to
speak without anxiety, while 6(15%) of the respondents gave their answer that praise response
should be given to the students. The rest, 3(7.5%) of the respondents responded that there should
be conducive classroom environment and one of the sample respondents said nothing. All most
all (97.5) of the participants agreed that students should be facilitated with all necessary
62
conditions. In relation to this, the major responsibility lies with the teachers to enable their
classroom students to involve in using communication (Pierce 1996). Moreover, Hommerly
(1991) indicated that instructional methods by themselves cannot do much to improve learning
and thus, their value lies on proficient skills of the teachers and using or handling them. In
addition classroom instruction is an artificial environment and the time of teaching learning is
very limited. Hence, to compensate this problem, the teacher is strongly expected to provide
meaningful input. Besides this, the reflection obtained from the open-ended question exposed
that all the respondents expressed their consensus on all of the provided choices and the result of
classroom observation together with the findings of interview showed similar outcome. So, it
justifies that CLT approach will be effective if and only if, all the necessary preconditions are
fulfilled so as to minimize the class room factors that affect learning speaking skills in the EFL
classes.
To sum up, all the analysis, discussion and interpretation were presented and organized in both
qualitative and quantitative ways through the means of triangulation (classroom observation,
questionnaire and interview).
63
5. SUMMARY, CONCLUSION AND RECOMMENDATION
This section comprises the summary, conclusions and recommendations of the research results.
After the summary and conclusions of the study were made, some possible suggestions were
forwarded.
5.1. Summary
This study attempted to assess the practice of using the CLT approach in teaching /learning
speaking skills: the case of grade nine EFL classes at Merti secondary school. Communicative
language teaching is fundamentally designed to achieve the students’ minimum communicative
learning competence and it is believed as a technical tool that can be manifested in the
instructional settings. So, this study used a descriptive research method which employed
qualitative and quantitative data to assess the practice and problems in using CLT approach in
teaching and or learning speaking skills. In order to achieve the rational results, the following
major research questions were raised in the study.
1. How do teachers and students use CLT approach in teaching and learning
speaking in EFL classes?
2. How is teachers’ and students’ commitment to use of CLT approach in teaching
and or learning speaking skills in EFL classes?
3. What are the challenges that hinder productive or effective implementation of
CLT?
Random sampling technique was used to select respondents to the questionnaire and available
sampling technique was employed to select 3 teachers for classroom observation and interview.
Therefore, this study chose classroom observation, questionnaire and interview as major data
gathering tools. These research instruments were useful to generate relevant information about
the teachers’ and students’ role regarding to the implementation of CLT. The data obtained from
classroom observation, questionnaire and interview from the teachers and students regarding
their commitment and practice were discussed, analyzed, interpreted, and summarized
qualitatively. Whereas, the data obtained from the close ended questionnaire items on the
students’ speaking practice were analyzed quantitatively through; descriptive statistic. Finally,
64
the analysis of the quantitative and qualitative data obtained from the classroom observation,
questionnaires, and interview were transcribed, coded, categorized in an integrated way. This
was done on the bases of the data analysis procedures. The major findings of this study identified
the following factors that challenged the students’ use of the target language in and outside the
classroom. They are as follows: using mother tongue, lack of students’ autonomous, low level of
teachers and students' language proficiency, lack of commitment from teachers and students,
wrong perception like( fear of teasing)from other people, etc. emerged as the main factors.
Finally, the following conclusions have been drawn on the bases of the above findings.
5.2. Conclusions
As stated in section one, the major objective of this study was to assess the practice of using CLT
in T.S.S. and its effect on students’ learning to speaking in the EFL classes. Communicative
language teaching approach assists the teachers on the ‘how’ and ‘why’ they practice the target
language English. In communicative events, students are expected to take risks and focus on
development of learning strategies to improve speaking practice.
Concerning this, it is proclaimed that the CLT approach is proposed to develop the quality of
English language education (MOE, 2001). Student-centered approach has been introduced as
the new method, and it is designed to promote communicative activities. This implies that it
requires the teachers and the students to follow foreign language teaching learning approach. On
the basis of the findings of the analysis done so far the folowing conclusions were drawn.
1. As the findings of the study generally indicated, there is little attempt among the teachers
to implement the principles of CLT approach in teaching speaking. It is, therefore,
concluded that there is by far big gap between the CLT theory and practical aspects of
using CLT approach in teaching or learning speaking skills in the EFL classes.
2. It is inferred from the absence or rare practice of using CLT approach in teaching
speaking skills of the EFL classes, though they claim that they face different problems
when they try to implement the approach, that there is a mismatch between the teachers’
understanding toward the CLT approach, and teachers and the students’ perception of
65
interactive classroom activities and grounded implimentation. In other words, the
teachers and students failed to practice using CLT approach in teaching /learning
speaking skills in the EFL classes and they have high reliance to local languages other
than the target language.
3. The existance of large class size, lack of student motivation, shortage of time and poor
level of students' proficiency as challenges disolve the practice of using the CLT
approach and it implies that the ideal classroom environment is different from the real
situation and it is not conducive to implement the CLT approach in teaching speaking and
other productive skills.
4. From the analysis of role, language use and classroom interaction, it was concluded that
the practice of implimenting the CLT approch has serious defects as teachers lack
commitment to cope up with the challanges, and it is againest the positive inclination
students and teachers had to the profusing principles of the approach.
5. The students in the interview, suggested that although they knew that CLT principles are
important holistic approach to develop one’s communicative competence and help to
share ideas and experiences, they do not focus mainly on speaking practice and it is
difficult to make it effective because it wastes time and it was not in line with the
examination they are accustomed to, and they are incapable of speaking in English. In
short, the findings of the study reveal that the studets have little awareness how to
identify the challenges that hinder the implementation of CLT approach in T and or LSS
and how to find the effective ways of enhancing students’ speaking practice.
6. The influence of mother tongue use, lack of students’ autonomous, low level of language
proficiency, wrong perception (fear of teasing), limited time, class size and other class
room related factors were identified to be the factors that negatively affected the practice
of CLT approach in teaching speaking skills in the EFL classes. Almost all the problems
mentioned above by the participants of the study imply that there is a big gap between the
teachers and educational training policy.
66
7. The overall findings of this study indicates that the teachers seem to have slight
understanding in order to practice using CLT approach in their EFL classes though they
have been trained and qualified in short training service. In addition, students have less
degree of recognition of CLT principles. For this reason, the implementation of CLT in
teaching and or learning speaking is not practically productive in Merti secondary school
in the case of grade nine EFL classes.
5.3. Recommendations
This study was carried not only to find out the problems that hinder the practice of using CLT in
T.S.S but also to recommend some possible solutions that help to solve the prevailed challenges.
So, the researcher forwarded the following recommendations based on the findings of the study
and the conclusions drawn.
1. Even though it is too difficult to reach at possible solutions overnight, it is imperative
for EFL teachers to go with the current global need for communication purposes.
Therefore, teachers should be commited to practice teaching speaking skills without
hesitation using CLT in the EFL classes.
2. The concerned authorities are advocated to prepare short and long term training
persistently as it has been formerly conducted on improvement of teachers’
professional level so as to promote and escalate the productive implementation of
CLT throughout the national level. The awareness creation activities of CLT
approach are very important to be given to different hierarchical positions for those
who engaged in the field of educational circle. For the effective implementation of
CLT, there seems to have an organ that coordinates and facilitates those teachers take
risks of how the CLT is being carried out over all Ethiopian schools.
3. The teachers are recommended to be holistic role players in motivating, organizing,
facilitating, collaborating, advising, assisting students to achieve the goal of CLT
approach in teaching speaking skills in EFL classes. In a similar way, the role of
students should be open-minded, honest, cooperative, front-line actors (go-getters) etc
so as to apply the principles of communicative language learning approach on
67
speaking skills. In addition, the need of teaching speaking strategies is best to be
major source of students’ autonomy around the English language learning practice.
4. The practice of CLT approach in teaching speaking skills should not be left alone on
the shoulder of the teachers but every participant in educational settings also need to
contribute their efforts to the implementation of CLT.
5. In theoretical understanding of CLT approach, the teaching learning process should
be conducted in a conducive environment whereas in reality it does not happen as it is
proposed. Therefore, for the practical aspects of CLT, there is convenient to be
conditions so as to apply its principles. Teachers are responsible to regulate the
challenges of social, cultural pressures or professional differences which can
aggravate the students’ poor speaking performance. To put it differently, teachers are
not only engaged in wage-earning but they are also commited to look forward to
meeting and prevailing the goal of CLT approach. It is also advisable that teachers
should be equipped with the latest facilities so as to bring change in their students’
speaking practice; every school is proposed to have English language clubs.
6. The criteria of evaluation for students should also be provided with four integrated
language skills in CLT approach and form-oriented exams should partially modified
in order to promote communicative learning competence.
7. Teachers and students are required to minimize using vernacular language during
English class discourse and students dare to refrain from the habit of expecting the
direct interpretation from teachers into their mother tongue. They also need to
develop their confidence when they interact with one another through English
language discourse. In addition, teachers are highly recommended to provide more
time of speaking for the students rather than covering more time by themselves.
8. Teachers and students should make a lot of efforts to cope up with the challenges
(wrong perception, large class size ETC) which they encounter to implement the CLT
approach in the EFL classes. In connection to this, Teachers should try hard to stop
students’ fear of making mistakes while learning to speak English.
68
9. More consecutive research study should be conducted on the area of the practice
of using CLT approach in T./L.S.S.
69
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73
7. APPENDICES
Appendix A.
Table 1. Classroom observation check list
Activities to be observed during observation
Teachers role in CLT approach in teaching speaking skills in the EFL class room.
T1
T2
YES
1.1
Does
NO
YES
T3
NO
YES
NO
the
teacher
practically use
CLT approach
in
teaching
skills
in
the
class room?
  
1.2
Does
  
  
the
teacher try to
overcome the
problems
regarding
to

the
implementatio
n
CLT 
of
approach
the
in
spoken
English class

 

  
74
room
discourse?
1.3
Does
the
teacher
have
 
special
eagerness
   
  
to
implement the
CLT approach
in
teaching
speaking
skills?
1.4
Does
the
teacher make
the
students
practice
communicativ
e
tasks
and
learner center
based
authentic
activities?
  
  
  
75
1.5
Does
the
teacher act as
facilitator,
advisor,
and
manager,
collaborative
the  
with



 
 
students?
1.6
Is
the
classroom
  
environment
  
  
conducive for
the practice of
teaching
speaking
skills?
1.7
Does
the
teacher
much
give
more
time for the
students
to
talk the Target

languageEnglish in the
classroom?
1.8
Does
the
 
   
 
76
teacher allow
the students to
use L1 during
  
interactive
 



activities?

1.9
does teacher’s
level
of
English
proficiency
influence
students’
speaking
  
performance
in
the
  
  
EFL
classroom?
1.10 Does
the
teacher
give
correction
the
to
students’
errors
persistently?
  
  
  
77
Appendix B Table 2. Interview with Students
The first question was about why the need to learn English. For this question, different answers
were given, one student
“I want to learn English because I need to speak English since it is international
language. For example, when we compare Amharic and English, Amharic is local while
English is not. Amharic is used only in Ethiopia but English is global language.
Therefore, it is important for all of us and many world countries use it for
communication. These countries use as national language. Whenever I need to use
something I must communicate with the foreign people using English. In addition, I want
to communicate with anyone who speaks English.
The second question of the interview was “Can you speak about yourself using English?” All
the interviewees responded that they could express themselves in English but one student has
tried to reason out as follows:
“Now I am grade nine students. While I was at elementary school I could not express
myself well in English but when I promoted to grade nine, I found all subjects are in
English. I have improved better than the previous levels despite the fact that I could
not speak accurately. I can slightly express myself in English.”
The third question of the interview was “How does your English teacher play significant role in
your English language development?” one interview replies:
“My English teacher plays high role in my learning to speak English. Beyond my
family, I spend most of the time with my teacher. The teacher provides me different
supports to make me develop speaking skills. In my perception, teacher has high role
in my English language development.”
Another student added on this
“My teacher makes a lot of effort but I do not believe that there has been done more
adequately. Students should be given opportunity for free talk in the classroom
78
though the teacher tries hard to involve us in learning to speak English language.
On the other hand, it seemed that we students do not struggle to overcome our
problems.”
Regarding the fourth interview question was “What are the problems regarding the practice of
speaking English, in other words, what are the challenges that you encounter when you try to
communicate with people in English?”. To mention some of them from the interview,
“Sometimes I am told to read out in the class while I am reading, I commit very silly
mistake. Meanwhile, the reaction both from teacher and students may be laughing.
As the result of this I despaired and frightened to speak else more”.
Other student added that
“I do not know how to organize the order of words due to Lack of grammar
competence. They may laugh at me by the time I am speaking. So, I feel afraid and I
do not disclose myself again.”
Towards the fifth question,” How can CLT are manifested as a holistic approach in your daily
life communication?”
“At school level, students are given assignment to work in group and those students
who came from well educated family may implement CLT. As this time, CLT can be
manifested among these students.
On the other side, one student answered:
“When I try to speak in English, they criticize me. She acts as she knew everything
or educated person. I guess they may not understand the effective use of
communication through English language. So, this declines my interest in speaking
English. According to me CLT approach is yet very less to be holistic approach in
my daily life communication.”
The last question is concerned about “What would you like practically to see in the teaching
learning process in order to enhance your communicative skills?” Some of their suggestions are
follows:
79
One student says
“I want to see that students are practically provided with the opportunities
for free talk in order that they are able to express themselves using English.
It is also advisable to invite all levels of students who have different abilities
for presentation during teacher fronted activities. For example, outstanding
students should not only be selected to present in front of the class but weak
students should also be motivated to make speech in front of their classmates.
English language should be practiced by all members of school community.
Instead of teaching all subjects in Amharic, teachers should teach using
English because the instructional media in secondary school level is English.
All the materials are presented in English. This is what I strongly need to see
more practically”
The other interviewee suggested that:
“As it is obviously known that there is shortage of well trained teachers in
English in both primary and secondary schools, I want to see well trained English
teachers practically. Most of the time teachers want to see students doing their
questions in the exam and promote to the next level only by teaching the textbook.
However, it is necessary to give more time for the students to practice speaking
instead of covering all the time by them. Teachers are expected to direct students
how they go on line and enable the students to introduce themselves in English.
Students should be encouraged to present their questions in front of the class.”
80
Appendix C. Interview for teachers
1. How is your commitmemt to the use of CLT approach in your teaching speaking skills in
English class room discourse?
2. What are some of the tasks and activities that you consider to use to involve your students
in speaking skills
3. What does your role seem in the students ‘learning speaking English language?
4. are the students interested in speaking practice the target language English?
5. Do you believe teaching speaking skills only in English or/ inline with mother tongue?
6. What do you like to suggest from your experience to enhance the students’ learning to
speak the target language English?
The first question was about how teachers’ commitment to the use of CLT approach in their
teaching speaking skills at the EFL classes. They gave almost similar responses to this question.
T1 replies:
“I invite some students especially in a practical situation. I let them take some
issues from the environment in their own context to talk by comparing and
contrasting in line with their textbook. I also invite them to practice in front of
their classmates by translating their local situation and then practicing in their
classes, so, in my view, they can improve their vocabulary skills.”
On top of this, T2 says that
“I involve students in an interactive situation that students discuss issues that
are familiar to them. The other one is that the textbook itself is prepared using
CLT approach. The activities or tasks are designed in such a way that makes
students interact in the class. There are tasks and activities which require
students describe, discuss points and role play.”
In addition, T3 adds
81
I provide them with environmental situation. The textbook is designed to be
learner-centered approach.
The second question was about the tasks and activities that teachers consider to use to involve
students in speaking skills.
The first teacher (T1) says that
I consider different techniques especially to involve students. Based on the
textbook, I consider some samples or information and I invite them to role play
in front of the classmates. I let them present that situation even if they make
errors. I usually appreciate them by letting the class clap their hands when they
get this, I hope they will compete by the next class because they like it. If I give
motivation for they will be hurry to present next time.
The other teacher says (T2),
Usually we do not consider different situation to classroom interactive to the
students speak. The materials itself provide activities that motivate or initiate
students to say something of their own. I may ponder something that make
students participate but usually the material is designed in CLT approach.
Therefore, students asked to either to discuss or describe or role play or if it is
story telling they tell stories that they know.
The teacher says (T3),
To involve my students in learning speaking skills is in group discussion, telling
story, pair work, role play, interview skill, study skill and etc.
The third question was about what the teachers’ role seemed in their students learning speaking
skills in the EFL classes.
T1 says
Because it seems to me English needs practical situation and it can be improved if
and only if students try to practice or use it. As a teacher, I facilitate, organize
and leave them to practice in speaking the target language in group discussion. I
am advocated to provide them information. I encourage them to use the target
language even when they are in group.
82
T2 says
For the students’ improvement of speaking abilities, I, in my part, am expected to
involve them in giving chance to say something on certain points. The other one is,
I may go round and monitor their oral skill. Sometimes, when you ask students to
say certain points, some may just code shift to the mother tongue and say nonsense
things.
T3 says
My role is to encourage and motivate the students to speak the target language. I
facilitate the students with necessary materials and I explain the way how to do the
exercise.
The fourth question was about whether students were interested in speaking practice the target
language English.
T1
Of course not. They are usually unwilling to talk in group work due to other
students imitate them for mocking and laughing. After the teacher left class, they call
his/her name and pronouncing what he/she said. Students are seen acting against
speaking in English. Female students consider themselves inferior male students
though they are naturally better in pronunciation than their counterparts. They often
tend to make discussion in their mother tongue.
T2
No. they are not interested in speaking practice due to fear of making mistakes. They
believe in learning the form based on examination.
T3
Um! Students are not motivated to practice speaking when they are made to work in
group, pair or the whole class. They simply prefer to learning grammar.
The fifth question was about whether the teachers believed teaching speaking skills only in
English or/ inline with mother tongue.
T1 says
83
Most of the time, I use English but sometimes I use native language because
students do not understand if I regularly use English. For this reason, I use
mixture Amharic and English side by side.
T2 says
Normally, I do speak the whole period in English because I observed some signs of
retreating of students from my class. They just understand little and they prefer to
stay outside. Because of this, I changed my way/my style and these days I am
convinced to talk more in mother tongue. If I say a lot and if they understand little,
it is nothing to teaching. One of the principles of instruction is simplicity. If I make
thing simple for them to understand what I say, that is better rather than talking
the whole period in English and leaving the students without getting/adding
anything.
T3 says
Of course. Most of the time, I use English but sometimes I use Amharic and Afaan
Oromo. In case if I use English the whole period, they do not attend my class.
The sixth question was about what the teachers suggest from their experience to enhance the
students’ learning to speak the target language English.
T1 says
In my experience, it is better to advice students a lot to practice speaking English
again and again. As a teacher, I give them the chance to practice in front of the
class. It is better to have language laboratory and clubs in every school.
T2 says
The best way to help students’ use the language in class or otherwise is to
allow or give chance to use English. If they are allowed to use their own
English that is the best choice to improve and is well highly recommended.
T3 says
In my opinion, I want to see students use their own words to express themselves
rather than being bookish.
84
Appendix D Table 3. Questionnaires
Haramaya University
School of Graduate Studies
Department of foreign language studies\English
Questionnaires to be filled in by students
Dear students,
The main objective of this Questionnaire is to investigate causes that hamper the practice of
using CLT approach in learning speaking skills in the EFL class room and its effects in the EFL
learners speaking skills. Thus, the responses you give will largely contribute to the successful
completion of the study.
Therefore, you are kindly requested to provide your response by circling the letter of your choice
for close ended questions and write your opinion in the blank spaces for the open ended
questions.
NB. Don’t write your name
Thank you in advance
1. Do you communicate in English whenever you are engaged in a group discussion to do
tasks and activities?
A, yes
B, no
2. When you speak in front of your classmates, what do you feel?
A, happy
B, shame
3. Do you practice speaking English when you are outside the classroom?
A, yes
B, No
4. Whom do you communicate in English as you are outside the school?
A, Only with my peer group
B, only with native people
C, with anyone who speaks English
5. Do you get despaired if you are flattered or ridiculed by others when you try to speak in
English?
A, yes
B, No
85
6. What kinds of situations make you feel uneasy or nervous while you are speaking English?
A. Speaking in front of my teacher
B. giving presentation in the class room
C, speaking in all situations
Specify if there are others_______________________________________________
___________________________________________________________________
____________________________________________________________________
7. What should be the role of the teacher in your practice of speaking English?
A. Intensively directive
B. strongly faultfinder
C. carelessly error corrective
Specify if there are others ______________________________________________
____________________________________________________________________
____________________________________________________________________
8. What is the English teachers’ reaction toward your practice in English?
A. positive
B. negative
9. Does your English teacher motivate you to speak English in classroom all the time?
A, Yes
B, No
10. Who covers more time of speaking in the classroom?
A, students
B, teacher
11. Which specific language skills do the teachers emphasize more?
A. reading & writing
B. oral language skills (speaking & listening)
C. Vocabulary & grammar rules
12. What are the class room challenges that affect EFL learners’ learning speaking skills?
A. peer pressure
B. gender difference C. teachers’ dominance
Specify if there are others ---------------------------------------------------------------------_____________________________________________________________________
________________________________________________________________
13. Which factors hinder speaking practice in English classroom discourse?
A. lack of motivation from the teacher when the students try to speak.
B. wrong reaction of the teacher toward committing mistakes while the students
are speaking English.
C. lack of task based authentic activities and participatory based exercise
86
Specify if there are others_________________________
14. What are you doing to promote the practice of speaking English?
A. being involved in a hot group of discussion
B. getting on with conversation outside the classroom.
C. taking part in being persistent questionnaire and replier
D. getting interested in telling story and role playing activities
Specify
if
there
are
others________________________________________________________
____________________________________________________________
15. What would you like to suggest in order to minimize the challenges that affect the learners
speaking skills?
A. creative conducive classroom environment.
B. students should be encouraged to speak without anxiety.
C. well praise response should be given to the learners.
87
ሐሮማያ ዩንቨርሲቲ
የድህረ ምረቃ ት/ቤት
በውጪ ቋንቋዎች ጥናት የእንግሊዝኛ ትምህርት ክፍል
በተማሪዎች የሚመለሱ መጠይቆች
በቅድሚያ ይህን መጠይቅ ለመሙላት ፈቃደኛ በመሆንህ/ሽ በቅድሚያ አመሰግናለሁ፡፡ የተወደዳችሁ ተማሪዎች የዚህ
መጠይቅ ዋና አላማ የእንግሊዝኛ ቋንቋ ተግባቦት የማስተማሪያ ስነ ዘዴ ተጠቅሞ የእንግሊዝኛ ንግግር ክህሎት ማስተማርና
በተማሪዎች የንግግሩን ክህሎት እንዳያሳድጉ እንቅፋት የየየየ የየየየየየየ የየየየ የየየየየየየየ የየየየ
የየየየየየ የየየ የየየየ የየየ የየየየየየ የየየየየ የየየየየ የየየ የየየየ የየየ/የ
የየየየየየ/የየ የየየየየ/የ የየየየየ የየየ የየየየ የየ የየየየየየ/የ የየየየየ የየየየየየ
የየየ የየ የየየየየ/የየ የየየየየየየ/የ የየየየየ የየየየየየየየ
ማማማማማማ የየየየየ የየየ የየየየየየየየየየየ
የየየየየየ የየ የየ ----------------------------የየየየየየ የየየ ---------------------------------የየየ -------------------የየ ---------------------1. የየየየ የየየ የየየየየየየየ የየየየ የየየየየ የየየየየየ የየየየ የየየየየየየ
የየየ የየየየየየ/የ?
የ. የየ
የ. የየየየየ
2. የየየየ የየየየ/የ የየ የየየየየየየየ የየየ የየየየየ/የ የየ የየየየየ/የየ?
የ. የየየ
የ. የየየየ
3. የየየየ የየ የየየየየየ የየየየ የየየየ የየየየየየ/የ?
የ. የየ
የ. የየየየየ
4. የየየየየየ የየ የየ የየየየ/የ የየየ የየ የየየየየየየ የየየየየየ/የ?
የ. የየየየየ የየ
የ. የየየየየ የየየየየ የየ
የ. የየየየየየ የየየየየየ የየየ የየየየየ የየ የየ
5. የየየየየየየ የየየ የየየየየ የየየየየ/የ የየየየየየ/የ የየየየየየየየየ/የ?
88
የ. የየ
የ. የየየየየ
6. የየየየየየየ የየየ የየየየየ የየየየየ/የ የየየ የየየየየየ/የ የየየ የየየየ የየየ
የየ?
የ. የየየየየ የየ የየየየ
የ. የየየየ የየየ የየየ የየየ
የ. የየየየየየ የየየ የየየየ
የየየየ የየየ የየ የየየየ----------------------------------------------------------7. የየየየየየየ የየየ የየየየየ የየየየየየ/የ የየ የየ የየየ የየየየ?
የ. የየየየየ የየየየየየ
የ. የየየየ የየየየየ የየየየየ
የ. የየየየየየየ የየየየየ የየየየየ
የየየ የየ የየየ ---------------------------------------------------------------------8. የየየየየየየ
የየየ
የየየየየ/የ
የየየየየየየ የየየ የየየየ የየ?
የየየየ/የ
የ. የየየየ
የየየየየየየ
የየየ
የየየየ/የ
የ. የየየየ
9. የየየየ የየየየየየየ የየየ የየየየየ/የ የየየየየየየ የየየየየየ/የየ?
የ. የየ
የ. የየየየየ
10. የየየየ የየየ የየየየየየ የየየየየ የየየ የየየየየየ የየየ የየ?
የ. የየየየየየ
የ. የየየየየ
11. የየየየየየ የየየየ የየየየ የየ የየየየ የየየየየ የየየየየ/የየየየየ?
የ. የየየየየየ የየየየ የየየየ
የ. የየየ የየየየ(የየየየየየ የየየየየ
የ. የየየየ የየየ የየየየየ የየየ የየ
12. የየየየየየ የየየየየየየ የየየ የየየየ የየየየ የየየ የየየየየ የየየየ የየየየየየ
የየየየ የየየ?
የ. የየየየየየ የየየየ
የ. የየየ የየየየ
የ. የየየየ የየየ የየየ የየየየ የየየ የየየ
የየየ የየየየየ የየ የየየየ ---------------------------------------------------------13. የየየየ የየየየየ/የየየየየየ የየየየየየየ የየየ የየየ የየየ የየየየየ የየየየ
የየየየ?
የ. የየየየየ የየየየየ የየየየ የየየየየ የየየ የየየየየ
የ. የየየየየ የየየየ የየየየየየ የየየየ የየየየየ የየየየየ የየየየ የየየየየየ
የ. የየየየ የየ የየየየየየ የየየየየ የየየየ የየየየየየየየ የየየየ/የየየየየ
89
የ. የየየየየየየ የየየ የየየየ የየየየ የየየ የየየ
የየየ የየ የየየየ ----------------------------------------------------------------------------14. የየየየየየየ የየየ የየየየየ የየየየ/የ የየየየየየ የየ የየየየየየ/የ?
የ. የየየየ የየየየ የየ የየየየየየ
የ. የየየየ የየ የየየየየየ የየየየ የየ የየየየየየ
የ. የየየየየ የየየ የየየ የየየየ የየየየየየ
የ. የየየየ የየየየየየየ የየየየ የየየየ የየየ የየየየ የየየየየየ
15. የየየየየየ የየየየየ የየየየየ የየየየየየየ የየየየየየ የየየየየ የየየየ የየ
የየየየ የየየ የየየየየ/የ?
የ. የየ የየየየየ የየየ የየየ የየየየየ የየ የየየየ
የ. የየየየየየ የየየየየ የየየ የየየየየየ የየየየየየ የየየየየ የየ የየየየ
የ. የየየየየየ የየየየየ የየ የየየ የየየየየ የየ የየየየ
90
Yuunivarsiitii HarooMaayaatti Faakaaltii Barnootaa Damee
Barnoota Afaan Ingilizii
Bargaaffii Barattootaan Guutamu
Duraan Durse bargaaffii kana guutuuf fedhe qabaachuu keetiif baay’ee si galateeffadha.
Kabajamoo barattoota kaayyoon bargaaffii kanaa inni guddaan toofta mala baruu barsiisuu
fayyadamuun dandeettii dubbachuu Afaan Ingilizii barsiisuu irratti rakkoolee jiran sababa
isaanii argachuu dha. Kanaafuu, deebiin isinii kennitan qo’annoo fi qorannoo kanaaf bu’aa
olaanaa qaba. Haaluma kanaan gaaffiwwan filannoon isiniif dhiyaate deebii isaa itti marsuun
kan kennitan yoo ta’u yaadota iddoo duwwaa ta’an barreessuum yaada keessan akka kennitan
kabajaan qaafadha.
Yaadachiisa
 Odeeffannoo waliigalaa
 Maqaa mana baruumsaa--------------------------- Sadarkaa baruumsaa ------------------------------ kutaa-------------------- umrii--------------------1. Hojii garee gilgaalota kennaman hojjechuuf Afaan Ingiliiziitiin waliigaluu ni dandeettaa?
A/ Eeyyeen B/ Lakki
2. Hiriyyoota daree keetii afootti Afaan Ingiiliiziitiin yemmuu dubbattu maaltu sitti dhagahama?
A/ Gammachuu B/ Sodaadha
3. Dareen alatti Afaan Ingiliizii danda’uuf shaakala ni gootaa?
A/ Eeyyeen
B/ Lakki
4.Mana barumsaatiin alatti Afaan Ingiliizii eenyu wajjiin dubbatta?
A/ hiriyyoota koo wajjiin B/ Nama Afaan Ingiliizii beeku qofa
C/ NAMA afaan Ingiliizii dubbatu kamiinuu wajjiin
5.Afaan Ingiliiziitiin yemmuu dubbachuu yaaltu namni yoo sitti qoosu abdii ni kutattaa?
A/ Eeyyeen B/ Lakki
91
6.Afaan Ingiliizii yemmuu dubbattu toltuun kan sitti hin dhagahamne haala kamiin?
A/ Barsiisaa afotti dubbachuu
B/ Daree keessatti ibsi yemmuu gopdhamu
C/ Haala kamiiyyuu yoo dubbatame
Yaani dabalataa yoo jiraate ibsi-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------7.Afaan Ingiliizii shaakaluuf gaheen barssiisaa maal ta’uu qaba?
A/ Dhiyootti hordofuu
B/ Hanqina/mudaa/ cimsee barbaaduu
C/ Maaltu na dhibeenxiyyeeffannoo osoo itti hin kenning sirreessuu
Yaanni biro yoo jiraate haa ibsamu--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------8.Shaakala Afaan Ingiliizii ati gootu irraatti ilaalchi barsiisaa fideebiin inni siif qabu maal
fakkaata?
A/ Eeyyeenttaa
B/ Hi’entaa
9.Baarsiisaa Afaan Ingiliiziitiin isin barsiisuakka ,dubbattuu akka ;iati kaka’uumsa godhattu si
kakaasa
A/ Eeyyeen
B/ Lakki
10.Daree keessatti dubbachuu yeroo baayyee kan fudhtu eenyu?
A/Barataan
B/ barsiisaa
11.Dandeettii Afaan kam irratti caalaa xiyyeeffatta?
A/ Dubbsuu fi barreessuu
B/ Garee jechootaa( dhaggeeffachuu fidubachuu)
C/ Hiika jechootaa fi seerluga irratti
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12.Dandeettii dubbachuu Afaan Ingiliiziibarachuu irratti wantoota dhiibbaa fidan maal fa’a?
A/ Dhiibbaa hiriyyootaa
B/ Garaagarummaa saalaa
C/ Barttoonni human barsiisaatii ol ta’uu
13.Dhiibbaawwaan kam fa’atu shaakala Afaan Ingiliiziiirratti rakkoo qaba?
A/ Barattoonni yemmuu dubbatan deeggarsi barsiisotaan godhamuufii dhabuu
B/ Barattoonni yemmuu dogoggoran ilaalchi barsiisonni isaaniif qaban gaarii ta’uu dhabuu
C/ Gilgaalonni hirmaannaa fi hojiiwwan haqa qabeessa kennamuu dhabuu
Yaadni biraa yoo jiraate haa ibsamu-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------14.Shaakala Afaan Ingiliizii dandeettii isaa cimsuuf maal gochuu qabda?
A/ Marii garee irratti nan hirmaadha
B/ Daree alatti namoota waliin dubbachuu
C/ Gaaffii fi deebii irratti hirmaannaa hoo’aa nan godha.
D/ Gilgaalotaa fi fakkaattii gochaa fi maammaaksaan dubbachuuf fedhii guutuun nan hirmaadha.
15.Rakkoolee/dhiibbaawwan/ dandeettii dubbachuu Afaan Ingiliizii hir’isuuf yaada akkamii
kennita?A/ Dareen barnootaa mijataan jiraachuu barbaachisa.B/ Barattoonni soda tokko malee
akka dubbata cinsuu. C/ Barattoota jajuu fi deebii gaarii kennuufii barbaachisa jedhe.
GALATOOMAA!!