Assessing First-Cycle Primary School English Language Teachers’ Speaking Proficiency

Girma Abate Baisa, Rufael Disaasaa Worabu, Teshale Tefera Belachew


This study aimed to assess the speaking proficiency of English teachers in the first-cycle primary school employed a convergent mixed design method, with a specific focus on the East Wollega Zone. Utilizing sophisticated probability sampling, fifteen and ten English teachers underwent randomly assigned Oral Proficiency Tests and classroom observations, respectively. Descriptive statistical analysis uncovered a notable deficiency in overall speaking proficiency, as indicated by a combined mean score of 2.65, falling below the required standard. Independent sample t-tests revealed subpar Oral Proficiency Test outcomes for both male and female teachers, with p-values exceeding .05 for all components except pronunciation. Through a comprehensive assessment integrating quantitative and qualitative approaches, this study consistently highlighted below-average speaking proficiency among English teachers. The results emphasize the imperative for targeted interventions and professional development initiatives to elevate the speaking proficiency of primary-level English teachers. The research provides critical insights by identifying specific areas of deficiency in speaking proficiency, particularly in pronunciation. These findings underscore the intricate nature of language proficiency and serve as a foundational guide for future research and policy considerations to enhance English language instruction in the early stages of education, addressing identified proficiency gaps and fostering a more effective learning environment.

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