Main Article Content
The purpose of this study was to assess instructional challenges that obstruct the teaching of English speaking skills via communicative language teaching in Kindo Koysha Woreda secondary schools. The study employed a descriptive research design and mixed methods approach. The study used the entire population as participants of the study because of their manageable number. Accordingly, 31 English language teachers were used as the participants of the study. Questionnaires, semi-structured interviews and classroom observations were used as tools of data collection. The data were analyzed both quantitatively and qualitatively. The results of the study indicated that the challenges of teaching speaking skills via communicative language teaching emerge from three major sources: students, teachers and instructional materials. Therefore, it is recommended that teachers should be given pertinent training in communicative language teaching, students should be motivated to continuously practice spoken English and curriculum designers and material writers should develop relevant and authentic speaking lessons to be taught via communicative language teaching.
Ethiopian Journal of Education and Sciences. All rights reserved.