A Critical Study of the English Language Speaking Skill of Government (Male) Secondary School Students of Hazara Division

Abstract

This research was initiated to critically study the English language speaking skill of the Govt. male secondary school students of Hazara division. It also discovered the causes and factors affecting the speaking skill of English language. To explore and highlight the speaking proficiency of secondary school students and teaching methodology of secondary school teachers, two questionnaires were developed; the first was for students and second was for teachers. Students were asked ten questions and their answers were recorded to assess their speaking proficiency. Using random sampling technique, 400 Govt. male secondary school students and 40 Govt. male Secondary School Teachers (SSTs) were sampled for the study. Mean frequency and percentage were used to analyse and interpret the data. To assess the speaking proficiency of the students, their recorded answers were measured using a validated rubric. After analysing the data, it was revealed that most of students could not express themselves in English language whereas majority of English teachers frequently used Grammar Translation method to make students proficient in speaking skill. Audio-visual aids like smart phone, computer, English language dictionary and internet were not used to teach speaking. The following factors affected the weak speaking skill of students; over-crowded classes, faulty method of teaching, poor response of students and no specified classes for speaking skill. The students liked to learn speaking skill with the help of more conducive methods for learning like Direct method and Interactive techniques. It was recommended that Direct method and Interactive teaching techniques may become an integral part of teachers’ methodology. Moreover, audio-visual aids like smart phone and computer supported with internet and educational television, news and native speakers’ dialogues may be used for improving speaking skill of students. Moreover, class strength may be minimised and time to teach speaking competency may be increased. English teachers may be properly trained and students may be encouraged to improve speaking by controlling their shyness and faulty expression.