ASSESSING THE IMPLEMENTATION OF STUDENT CENTERED METHOD IN TEACHING SPEAKING SKILL.

ABSTRACT This paper was conducted with the objective of assessing English language teachers’ implementation of student-centered method in teaching speaking skill in Hawassa City. It also aimed to explore the constraints that restrain the practicability of this method and the possible strategies teachers should use to minimize the constraints. The study was conducted in two private secondary and preparatory schools. Six English language teachers who are currently teaching grade 11 students and fifty grade 11 students participated in the study. The instruments used were interview, English language teachers annual and weekly lesson plan, classroom observation, and questionnaires. The results of the study indicated that although teachers seem to apprehend good theoretical orientation about student –centered method, they were not implementing student-centered method to the level that the policy promotes. Factors hindering the implementation of student-centered method were categorized in to three subcategories: teachers, students, and schools. In adequate training on how student-centered method should be practiced and ensuing lack of knowledge and skills regarding student- centered method in different situations were found to be some of the teacher related factors. Resistance to class participation and low English language proficiency were found to be some of the student related problems. Large classes, exam oriented teaching, and lack of sufficient teaching resources were found to be among the school related problems .The results of the study also indicated possible strategies teachers could use to alleviate the factors hindering the implementation of student-centered method. Accordingly, giving adequate trainings for teachers, helping students overcome their resistance to participate, creating suitable environment for students to practice using English both inside and outside the classroom, and providing necessary teaching resources to teachers could result in alleviating most of the challenges teachers face when they try to implement student-centered method. Therefore, the following points of actions are recommended. Teachers should be provided with different trainings on cooperative learning structures to engage students in group discussions. Teachers should also be trained how to motivate passive students to take part in discussion. Teachers, administrators, and school owners should create a suitable environment for their students to use English language both inside and outside of the school.