Teaching Speaking Skills Challenges in Secondary Schools: Novice English Teachers Perspective
DOI:
https://doi.org/10.55681/ijssh.v4i3.3507Keywords:
Teaching Speaking Skills, Secondary Schools, Novice EnglishAbstract
This qualitative study employs a descriptive research design to investigate challenges faced by novice English teachers (1-2 years of experience) in teaching speaking skills at the secondary school level. Using purposive sampling, participants are selected based on academic qualifications, and data is collected through online interviews using an interview guideline with seven questions. The findings reveal multifaceted challenges, including students' lack of confidence and limited vocabulary, along with challenges within teachers themselves, such as shyness and class management difficulties. Novice teachers demonstrate resilience by employing strategies like mixed language approaches and alternative learning materials. The study underscores the dynamic nature of teaching and the continuous learning and adaptation required by novice teachers. Overall, this research contributes valuable insights into the nuanced experiences of novice English teachers, shedding light on their proactive measures to enhance teaching proficiency amid the complex landscape of teaching English speaking skills in secondary schools.
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