A Qualitative Study on School Teachers’ Perspectives Regarding Speaking English in ESL Classrooms

Abstract

The study aims to investigate teaching practices of ESL teachers in their classrooms to develop and assess the oral proficiency of students. Moreover, this paper further investigates the evaluation criteria of these teachers for assessing the oral proficiency of their students. In this qualitative study Semi-structured interviews with 20 ESL teachers working in different private and public sector universities were conducted in Pakistan. Data transcribed from interviews was coded and analysed in terms of Grounded theory. The results suggested that teachers use multiple techniques to engage students in oral activities based on group discussions and presentations. Oral activities were integrated with other writing and reading tasks.   Activities were carefully planned as per students’ need and evaluation criteria were pre assigned to students for assessing their oral proficiency. The assigned criteria seemed to be flexible focusing more on fluency and confidence.