A STUDY OF CHALLENGES FACED BY ESL TEACHERS IN TEACHING SPEAKING SKILLS AT HIGHER SECONDARY LEVEL IN DISTRICT KARAK

Abstract

This qualitative study explores the challenges and strategies of teaching English as a Second Language (ESL) speaking skills at the higher secondary level in District Karak, Pakistan. The study draws on observations and semi-structured interviews with 12 ESL teachers to explore their experiences and perspectives. The findings reveal a range of challenges faced by ESL teachers, such as students’ fear of making mistakes, time constraints, diverse proficiency levels, limited exposure to English, and lack of engaging materials. It also identifies various strategies employed by ESL teachers to overcome these challenges, such as creating supportive environments, integrating technology, fostering cultural awareness, and pursuing professional development. The study highlights the key objectives of ESL speaking instruction, such as preparing students for globalized communication, applying speaking skills to real-world situations, and developing holistic language competence. The study also examines the methods and feedback strategies used by ESL teachers to assess speaking skills, such as one-on-one discussions, role-playing, debates, and technology-based tools. It emphasizes the importance of positive reinforcement, collaboration, creativity, and real-world relevance in providing feedback. The study concludes with recommendations from ESL teachers, such as incorporating team-building activities, leveraging technology for independent practice, and enhancing cultural awareness. These recommendations aim to create an enriching and supportive ESL learning environment that celebrates the diverse strengths of students. This research contributes to the field of ESL teaching by offering a nuanced understanding of challenges, strategies, and innovations in enhancing speaking skills at the higher secondary level in District Karak.