Teachers and the Educational Environment as Factors Affecting Speaking Skills in Yemeni Secondary Schools

Background This study investigates the speaking difficulties faced by Yemeni secondary school students in the Ibb Governorate from the perspective of English language teachers. Speaking proficiency is crucial for effective language learning, necessitating a comprehensive understanding of the challenges encountered in this context. Methods A descriptive analytical approach was employed, utilizing a structured questionnaire distributed to 86 English teachers across three districts: Addehar, Almashanh, and Jiblah. The data collected aimed to identify key challenges impacting students' speaking skills. Results The research reveals several critical issues. Many teachers place insufficient emphasis on speaking proficiency, which limits students' opportunities for practice. Traditional teaching methods often undermine students' speaking abilities, while the prevalent use of the mother tongue in English classes hinders effective language acquisition. Additionally, overcrowded classrooms exacerbate these challenges by restricting individual speaking opportunities and diminishing student interaction. Conclusion The findings underscore the urgent need for educational reforms to enhance speaking skills in Yemeni secondary schools. Recommendations for educational authorities, the Ministry of Education, and policymakers include adopting communicative teaching methods, providing in-service training for teachers, and improving classroom environments. Implementing these strategies is essential for significantly enhancing students' speaking competencies and fostering a more effective learning environment.