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EFL Teachers' Cognitions about Teaching Speaking Skills

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Title: EFL Teachers' Cognitions about Teaching Speaking Skills
Language: English
Authors: Adem, Habtamu (ORCID 0000-0002-6540-7579), Berkessa, Mendida (ORCID 0000-0003-0638-5207)
Source: GIST Education and Learning Research Journal. Jan-Jun 2022 (24):65-94.
Availability: Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index
Peer Reviewed: Y
Page Count: 30
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: English (Second Language), Language Teachers, Second Language Instruction, Teacher Attitudes, Speech Skills, Secondary School Teachers, Speech Instruction, Language Skills, Gender Differences, Teaching Experience, Foreign Countries
Geographic Terms: Ethiopia
ISSN: 1692-5777
2248-8391
Abstract: The main purpose of this study was to explore EFL teachers' cognitions about teaching speaking. To achieve the purpose, a sequential mixed-methods research strategy was employed. A questionnaire was administered to 192 secondary and preparatory school English teachers while an interview was conducted with four teachers. Descriptive and bivariate analyses were computed for the analysis of the quantitative data, and a qualitative content analysis was used for the qualitative data. The findings revealed that speaking was not the skill teachers enjoyed teaching and learners liked to learn. The teachers considered speaking as the weakest part of their learners. To most of the teachers, learning speaking was different and difficult from learning other language skills. The teachers regarded group discussion as the most effective classroom activity. The teachers' self-concept was optimistic, but they were pessimistic about the students' interest in learning to speak. It was found that most teachers' beliefs were primarily influenced by prior teaching experiences. The teachers ranked the relationship between their beliefs and the classroom practices as fair. Teachers thought the teaching of speaking was predominantly influenced by learner-related factors. Moreover, there were teachers' beliefs that showed statistically significant relationships to their gender and year of teaching experience. The study concludes that the teaching of speaking is still one of the disregarded areas of English language teaching.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1353626
Database: ERIC
FullText Text:
  Availability: 0
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  Data: EFL Teachers' Cognitions about Teaching Speaking Skills
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Adem%2C+Habtamu%22">Adem, Habtamu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6540-7579">0000-0002-6540-7579</externalLink>)<br /><searchLink fieldCode="AR" term="%22Berkessa%2C+Mendida%22">Berkessa, Mendida</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0638-5207">0000-0003-0638-5207</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22GIST+Education+and+Learning+Research+Journal%22"><i>GIST Education and Learning Research Journal</i></searchLink>. Jan-Jun 2022 (24):65-94.
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  Data: Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 30
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Skills%22">Speech Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Instruction%22">Speech Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
– Name: ISSN
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  Data: 1692-5777<br />2248-8391
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The main purpose of this study was to explore EFL teachers' cognitions about teaching speaking. To achieve the purpose, a sequential mixed-methods research strategy was employed. A questionnaire was administered to 192 secondary and preparatory school English teachers while an interview was conducted with four teachers. Descriptive and bivariate analyses were computed for the analysis of the quantitative data, and a qualitative content analysis was used for the qualitative data. The findings revealed that speaking was not the skill teachers enjoyed teaching and learners liked to learn. The teachers considered speaking as the weakest part of their learners. To most of the teachers, learning speaking was different and difficult from learning other language skills. The teachers regarded group discussion as the most effective classroom activity. The teachers' self-concept was optimistic, but they were pessimistic about the students' interest in learning to speak. It was found that most teachers' beliefs were primarily influenced by prior teaching experiences. The teachers ranked the relationship between their beliefs and the classroom practices as fair. Teachers thought the teaching of speaking was predominantly influenced by learner-related factors. Moreover, there were teachers' beliefs that showed statistically significant relationships to their gender and year of teaching experience. The study concludes that the teaching of speaking is still one of the disregarded areas of English language teaching.
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  Data: 2022
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  Data: EJ1353626
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 65
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Speech Skills
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Speech Instruction
        Type: general
      – SubjectFull: Language Skills
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      – SubjectFull: Gender Differences
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Ethiopia
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      – TitleFull: EFL Teachers' Cognitions about Teaching Speaking Skills
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