Self-Reflection of EFL Teachers in Improving the Quality of Teaching Speaking Skills

Abstract

For many English as Foreign Language (EFL) learners, speaking could be the most challenging skill to learn. Therefore, it is one of the skills that must be mastered by EFL learners. This article examined three different issues such as the ways of the EFL teachers teaching integrated speaking skills; the ways they assess learners’ learning progress in speaking; and the solutions and motivations required to improve learners’ speaking skills. This article employed a case study design while considering interpretive paradigm. To gain in-depth analysis, the research used face-to-face semi-structured interviews. The results of the research showed that self-reflections of the EFL teachers played a great role in helping high school EFL learners improve their speaking skills. In addition, the research also revealed that the improvement of the speaking skills of the EFL learners were strongly supported by varieties of teaching strategies, assessment modes, and motivations of the EFL teachers. The implication of the research is to inform teachers and learners about the importance of promoting various teaching and assessment modes while maintaining motivations of EFL learners in learning EFL.