Challenges Faced by English Teachers in Teaching Speaking Skills
at the Secondary Level in Nepal
1. Introduction
English has become global language and a vital means of
communication in various sectors including education, business . In
Nepal English is taught as a foreign language from the early grades of
schooling and its importance grows as students progress to higher levels.
Among the four key language skills listening, speaking, reading, and
writing speaking is particularly crucial, it enables learner to express
ideas, interact socially, and function in real-life communicative contexts.
Despite its importance, teaching speaking at the secondary level remains
a challenge for many English teachers in Nepal. This proposal aims to
explore the specific difficulties they face, assess their current strategies,
and suggest pedagogical improvements to enhance the teaching of
speaking skills.
2. Statement of the Problem
Although speaking is a core component of communicative competence,
secondary-level English teachers in Nepal often struggle to teach it
effectively. Common issues include inadequate teacher training, limited
classroom resources, large class sizes, students' fear of speaking, low
motivation, and reliance on traditional grammar-based instruction. These
challenges hinder students’ ability to develop confidence and fluency in
English.
3. Objectives of the Study
The primary objectives of this research are:
1. To identify the main challenges faced by secondary-level English
teachers in teaching speaking skills.
2. To explore the common difficulties students experience while
learning to speak English.
3. To examine the current teaching strategies used for speaking
instruction.
4. To propose practical pedagogical recommendations to improve the
teaching of speaking skills.
4. Research Questions
This study will address the following research questions:
1. What are the major challenges faced by secondary-level English
teachers in teaching speaking skills?
2. What difficulties do students encounter in developing their English
speaking proficiency?
3. What strategies are currently used by teachers to teach speaking
skills, and how effective are they perceived to be?
5. Significance of the Study
This research will be valuable to English language teachers, curriculum
designers, teacher trainers, and policymakers. It will provide insight into
the real-world challenges of teaching speaking in the Nepali context and
suggest practical methods to enhance classroom effectiveness. The
findings may contribute to improving training programs and
instructional materials for teaching speaking.
6. Delimitations of the Study
The study will be limited to secondary-level English teachers in
Bethanchok Rural Municipality, Nepal.
Only 10 teachers will be selected for questionnaire responses;
among them, 5 will be observed during classroom teaching.
The study will use a survey research design.
Data collection tools will include questionnaires and classroom
observation checklists.
7. Review of Related Literature
Speaking is a productive skill that involves the use of oral language to
convey meaning. According to Brown (2001), speaking is an interactive
process of constructing meaning that involves producing and receiving
spoken language. Methods such as role-playing, storytelling, and
discussion-based activities are effective for teaching speaking skills
(Richards, 2008). However, various contextual challenges, especially in
under-resourced settings, may affect their implementation.
8. Conceptual Framework
The study is grounded in the communicative approach to language
teaching, which emphasizes interaction as both the means and the
ultimate goal of learning. The framework explores the relationship
between teacher-related factors (training, proficiency), student-related
factors (motivation, anxiety), and institutional constraints (class size,
materials), and how they affect the teaching of speaking.
9. Research Methodology
Design:
The study will adopt a survey research design, combining both
qualitative and quantitative approaches.
Population and Sample:
The population includes all secondary-level English teachers in
Bethanchok Rural Municipality. A purposive sampling method will be
used to select 10 teachers, with 5 observed in their classrooms.
Tools for Data Collection:
Questionnaire (open- and closed-ended items)
Observation checklist for classroom practices
Data Collection Procedure:
The researcher will visit selected schools, distribute the questionnaire,
observe classes, and collect completed responses.
Data Analysis:
Quantitative data will be analyzed using descriptive statistics (tables,
charts), while qualitative data will be interpreted thematically.
10. Timeline
Activity Duration
Literature Review 1 week
Fieldwork (Data Collection) 1 week
Data Analysis 2 weeks
Report Writing 2 weeks
Final Review & Submission 1 week
11. Expected Outcomes
Identification of key challenges in teaching speaking at the
secondary level.
Insights into teachers’ and students’ perceptions of speaking
instruction.
Practical recommendations for improving speaking instruction in
EFL classrooms.
12. References
Brown, H. D. (2001). Teaching by Principles: An Interactive
Approach to Language Pedagogy. Longman.
Richards, J. C. (2008). Teaching Listening and Speaking: From
Theory to Practice. Cambridge University Press.
Sharma, B. (n.d.). Research Methodology in English Education.
Kathmandu: Sunlight Publication.
Additional online resources from: www.google.com
