Exploring the Implementation of Teaching and Learning English Speaking Skills in Ethiopian EFL Classes: The Case of selected Five Woredas Secondary Schools in Kafa Zone

Abstract Communication capacity (Speaking skill) in English in language education is a difficult task that needs effective guidance and sustainable practice. Therefore, this study aimed at exploring the Implementation of Teaching and Learning English Speaking Skills in Ethiopian EFL Classes. The design of the study was descriptive survey. The participants were 523 students included using simple random sampling technique and 30 EFL teachers using availability sampling technique. To collect data, questionnaire for students and Focus Group Discussions for teachers were used. Mixed method data analysis was used. The result showed that EFL teachers were not using different techniques of teaching English speaking skill, and they were not making sustainable follow up on how learners perform. They also apply teacher centered method than learner’s method. Learners faced challenges from mother tongue influence, lack of confidence, and fear of making a mistake. EFL teachers were also challenged by student related problem like disinterested to be involved in the actual teaching and learning actively, uncomfortably of the school compound, absence of well- equipped English mini-media and bulkiness of the textbook. Thus, EFL teachers should use various techniques, school administration should avail the resource and students should be participatory in their learning.