Impact of Inadequate Instructional Methods on English Speaking Skills of Students at Higher Secondary Level

Abstract

The current study focuses on the impact of teachers'
inadequate instructional methods practice on the English-speaking
skills of students in the district of Charsadda in Khyber Pakhtunkhwa.
The prime objective of the study was to pinpoint the impact of
inadequate instructional methods at the higher secondary level and
how they negatively affect the students' English-speaking skills. the
study is quantitative in nature where the data was collected from the
225 respondents. The sample size for the data collection was taken
through the Sekran sample size determination table, while looking at
the time and resources the researcher selected the number of schools
randomly. The collected data were then analyzed through a statistical
package for social sciences software and were presented in the form
of frequencies and percentages. The researcher applied the chisquare
test for the association between dependent and independent
variables. Results of the analyzed data showed that inadequate
instructional methods were not participatory, had no forum for
discussion in English and with peers in English, and there is no room
for improvement in identifying students' mistakes. Due to such
inadequate instructional methods, the students were not able to
speak in English and improved their speaking skills at the higher
secondary level. The study recommended that an online learning
management system should be introduced at the higher secondary
level and up-and-coming teaching methods should be made
mandatory for the new teachers. Similarly, refresher training, new
and innovative instructional techniques and professional training
should be mandatory for all English teachers at higher secondary
level.