English Language teachers practices and challenges in implementing the speaking skills curriculum in secondary schools of Wolaita and Gamo zones Ethiopia

Abstract

This study aims to investigate English Language Teachers’ Curriculum Implementation and the Challenges in Teaching Speaking Skills in Gamo and Wolaita Zones of South Ethiopia, with a focus on secondary schools In 2025. A descriptive survey study was conducted, involving 220 teachers selected randomly from various schools. The study employed a mixed-methods approach, combining both quantitative and qualitative data collection techniques. These included face-to-face interviews, classroom observations, questionnaires, and document analysis. The findings for implementation process revealed several issues: English teachers were generally unable to adapt the curriculum effectively, lacked the skills to design, revise, and evaluate the curriculum, poorly implemented assessment techniques, and often failed to utilize instructional materials. The major challenges faced by teachers included a lack of adequate resources including ICT devices, limited time to complete the curriculum within the academic year, and large class sizes. Based on these findings, it is recommended that teachers need to receive professional development training to enhance their skills in curriculum implementation. Additionally, schools should be provided with sufficient teaching materials and resources to support effective learning.