Teachers’ Beliefs and Practices in Teaching Speaking Skills A Case Study

Abstract

This article presents the findings of a qualitative case study exploring seven English language teachers‘
(participants) beliefs vis-à-vis their classroom practices in teaching speaking skills at ‗Hidar‘ 11 Secondary
School in Gondar town. I collected data through semi-structured interviews and classroom observations. The
interviews engrossed in participants‘ beliefs. Before the classroom observations, I conducted the background
and situational interviews, and after the classroom observations, I administered the recall interviews. I observed
the classrooms in a natural setting. Thematic analysis was the analytic strategy I used for this qualitative
research. The findings show that participants‘ beliefs and classroom practices did not mirror up-to-date points
of view in teaching speaking skills; they lacked theoretical bases. There were consistencies and inconsistencies
between the two constructs. Participants‘ learning and teaching experiences, lack of pedagogical and content
knowledge, students‘ reluctance to speak, and the school context were some of the factors for the consistencies
and inconsistencies between English teachers‘ pedagogical beliefs and actual classroom practices in teaching
speaking skills. In addition, the consistencies and inconsistencies between beliefs and practices are influenced
by each other; beliefs influence practices at one time, and practices influence beliefs at another time. Hence,
teachers' content and pedagogical knowledge in teaching speaking skills in courses must be developed through
short- and long-term training programs. To make teachers reflective practitioners, their awareness-raising on
beliefs, practices, and applicable skills must be an intrinsic part of all teacher training programs.