English Language Teachers' Beliefs and Practices Regarding the Teaching of Speaking

This thesis presents the findings of a qualitative multiple-case study research exploring five Saudi English language teachers’ beliefs and practices regarding their teaching of speaking. The teachers were teaching general English to preparatory year students in a Saudi University. The data was collected through semi-structured interviews and classroom observation. The interviews focused on teachers’ beliefs while the observation focused on how teachers approached the teaching of speaking. Analysis of the findings indicated that teaching speaking was course-book based, teacher-centred and accuracy-oriented. There was no or little focus on fluency in the observed classes; teaching speaking was focused on developing students’ speaking accuracy: i.e., grammar and vocabulary. Teachers’ beliefs and practices did not reflect contemporary views on teaching speaking and they lacked theoretical bases. Some beliefs were reflected in teachers’ teaching of speaking while other beliefs were not observed in the speaking classrooms. The study indicated a number of factors which influenced the relationship between beliefs and practices: e.g., nature of beliefs, course books and students’ level.