Browsing by Author "Ghelawi, Asma"

The present study aims to explore teachers’ experiences in actively teaching speaking skills in EFL classrooms in Finland. It focuses on the teaching practises which result in developing the learners’ spoken language. The main research questions are specifically determined to investigate the current situation of teaching speaking skills in upper secondary education in Finland from the teachers’ perspective, including the teaching practises which the teachers have experienced as useful in developing oral skills at this level. Additionally, the objective of the research is to examine the factors which constrain and challenge the teaching of speaking skills. The research data was collected by conducting individual semi-structured interviews, and the responses were analysed using qualitative methods. The theory chapter draws on concepts related to communicative competence and the role it plays in developing oral production in foreign language learning as well as practical strategies suggested to enhance and support learners’ experiences in learning speaking in the target language. The data consist of five interviews with Finnish upper secondary school teachers with varying teaching experience. The main findings based on the interviewees’ responses indicate that the teachers are guided by textbook materials in developing oral skills. The analysis also shows that since teachers have great autonomy in their teaching, they do also use additional materials, which focus on developing oral communication strategies and free production. These materials are also designed to engage and motivate learners to participate in oral tasks. The respondents emphasised the importance of creating a supportive atmosphere for developing oral skills and use this as the starting point of their teaching of speaking skills. Moreover, special attention is paid to teaching pronunciation, particularly the problematic sounds and intonation, which can impede the understanding of the conveyed message. The main challenges identified by the respondents were the negative washback from the Matriculation examination as well as learners’ low motivation and timidness.