Practices and Strategies for Teaching Speaking in Large Classes

Abstract

This study explores the strategies used by secondary-level English teachers to teach Speaking skill in large sized English language classes. This study employs a descriptive qualitative approach. I collected data and information through observations and interviews with two experienced English teachers from two community schools of Kathmandu district. Information from these interviews and classroom observations was analyzed both descriptively and thematically. The findings reveal that teachers use a variety of strategies such as role-play, language games, group discussion, project work, presentations, pair work, and strip stories to promote students’ speaking proficiency in large classes. The study also found that teachers integrate speaking activities with other language skills and aspects to encourage meaningful communication. However, teachers face challenges, including classroom management difficulties, excessive noise, limited individual participation, mixed-level learners, and low student engagement. To address these challenges, teachers commonly use group division, peer support, task allocation, and classroom monitoring techniques. Based on the findings, the study recommends that schools and educational authorities provide regular professional development training on managing large speaking classes, supply adequate teaching materials and technological resources, and reduce class size where possible. The study further suggests that curriculum planners should place greater emphasis on practical speaking activities and communicative competence in English language classrooms, particularly in resource-limited community schools.