Abstract:
This study investigates the inconsistencies in teaching the English speaking skill in private and public schools. It aims to identify key differences in teaching methods, teacher qualification classroom environments and student outcomes. Using a comparative qualitative and quantitative approach, data were collected through teachers’ semi-structured interviews in both school types. The findings revealed that private schools tend to adopt more communicative and student-centred approaches supported by better resources and smaller class sizes, while public schools often relie on traditional methods due to limited infra structure and large class populations. The study concluded that factors such as founding teacher training and curriculum flexibility significantly influence the effectiveness of speaking instruction. Recommendations were made to bridge the gap and enhance speaking skills teaching across both sectors.
This study investigates the inconsistencies in teaching the English speaking skill in private and public schools. It aims to identify key differences in teaching methods, teacher qualification classroom environments and student outcomes. Using a comparative qualitative and quantitative approach, data were collected through teachers’ semi-structured interviews in both school types. The findings revealed that private schools tend to adopt more communicative and student-centred approaches supported by better resources and smaller class sizes, while public schools often relie on traditional methods due to limited infra structure and large class populations. The study concluded that factors such as founding teacher training and curriculum flexibility significantly influence the effectiveness of speaking instruction. Recommendations were made to bridge the gap and enhance speaking skills teaching across both sectors.
