Teaching Speaking Skills at the Secondary Level in Nepalese Community Schools: Teacher Strategies and Experiences

Abstract

This study aimed at exploring the strategies of teaching speaking adopted by the English language teachers in community schools of Nepal. For this, I used the interpretative paradigm of research, in which the four teachers from four community-based schools were asked to share their personal experiences using a narrative inquiry method. The main tool utilized in this study was a set of interview guidelines for teachers, under which they were asked to narrate their real-life experiences to expose their perceptions and experiences of adopting strategies in teaching speaking skills at the secondary level in Nepalese community-based schools. The collective information was analyzed under different qualitative themes. The findings of the study shows that the English language teachers adopted the strategies such as instructional responses to speaking skills, learner consciousness in speaking through questioning, peer support in learning speaking, co-operative learning in speaking, focus on speech quality through text explanation and intonation, scaffolding through multiple speaking and chiefly use of audio and video for engaging learners speaking for their academic growth.