Speaking skills play a significant role in language learning, and they support learners by engaging effectively in academic, professional, and social interactions. It is necessary for language teachers to help learners participate efficiently in various academic and social contexts. The perceptions of teachers are influential in deciding effective techniques for teaching speaking skills, as they impact the learning environment and learners' language improvement directly. The main objective of this study is to examine the perspectives of English as a Second Language (ESL) schoolteachers in teaching speaking skills. The current study employed a survey method to collect information on the skills needed for language teachers, the factors that influence the learners' speaking skills, and information regarding teachers who teach speaking skills. A total of 72 English school teachers across the state of Tamil Nadu, situated in India, participated in this study. Although teachers use interactive and student-centered methods in the language classroom, they often rely on conventional teaching methods to address the lack of motivation, confidence, and courage among the learners. The findings of this study revealed that the reduction of psychological barriers and the development of self-esteem among language learners should be the prime focus of ESL teachers. Teachers can create holistic and supportive learning environments that address linguistic and psychological barriers by implementing psychological and therapeutic modalities.
Nallamuthu. et al. (Tue,) studied this question.