Teachers and the educational environment as factors affecting speaking skills in Yemeni secondary schools

This study investigates the speaking difficulties faced by Yemeni secondary school students in the Ibb Governorate from the perspective of English language teachers. Speaking proficiency is crucial for effective language learning, necessitating a comprehensive understanding of the challenges encountered in this context. A descriptive analytical approach was employed, utilizing a structured questionnaire distributed to 86 English teachers across three districts: Addehar, Almashanh, and Jiblah. The data collected aimed to identify key challenges impacting students’ speaking skills. The research reveals several critical issues, ranked by perceived severity. The top challenges were teachers placing insufficient emphasis on speaking skills, the impact of traditional teaching methods, and the prevalent use of the mother tongue in class. Overcrowded classrooms and a lack of authentic materials further exacerbated these difficulties. The findings underscore the urgent need for educational reforms to enhance speaking skills in Yemeni secondary schools. Recommendations for educational authorities, the Ministry of Education, and policymakers include adopting communicative teaching methods, providing in-service training for teachers, and improving classroom environments. Implementing these strategies is essential for significantly enhancing students’ speaking competencies and fostering a more effective learning environment.

Christian ministry · Descriptive research · English language · First language · Language proficiency · E-Learning and COVID-19 · EFL/ESL Teaching and Learning · Technology-Enhanced Education Studies