A case study of EFL teachers’ practice of teaching speaking skills vis-à-vis the principles of Communicative Language Teaching (CLT)

Though revising the existing syllabus is part of Ethiopian education system, study implementations notions attracts a few researchers’ interests. Therefore, this investigates teachers’ practices teaching speaking and compares them with principles Communicative Language Teaching (CLT), underlying approach new syllabus. It also explores rationalizations their factors that influence speaking. To achieve objectives, researchers used qualitative case research design. The data from four purposively selected English teachers was gathered through classroom observations stimulated recall interviews. In analyzing data, content analysis method used. results showed 1) major activities cycle employed were similar, 2) most actual did not match Teaching, 3) there learner-related, teaching-related, curricular, environmental influenced enactment CLT in general. predominant influencing learner-related: Lack basic background skills, lack experience practicing lessons, use mother tongue pair group work activities, fear making mistakes, interest excessive focus on standardized tests.