Teachers and the Educational Environment as Factors Affecting Speaking Skills in Yemeni Secondary Schools

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Al-Najjar, Mohammed Abdulkareem A. Alkamel This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8215163/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 15 You are reading this latest preprint version Abstract Background This study investigates the speaking difficulties faced by Yemeni secondary school students in the Ibb Governorate from the perspective of English language teachers. Speaking proficiency is crucial for effective language learning, necessitating a comprehensive understanding of the challenges encountered in this context. Methods A descriptive analytical approach was employed, utilizing a structured questionnaire distributed to 86 English teachers across three districts: Addehar, Almashanh, and Jiblah. The data collected aimed to identify key challenges impacting students' speaking skills. Results The research reveals several critical issues. Many teachers place insufficient emphasis on speaking proficiency, which limits students' opportunities for practice. Traditional teaching methods often undermine students' speaking abilities, while the prevalent use of the mother tongue in English classes hinders effective language acquisition. Additionally, overcrowded classrooms exacerbate these challenges by restricting individual speaking opportunities and diminishing student interaction. Conclusion The findings underscore the urgent need for educational reforms to enhance speaking skills in Yemeni secondary schools. Recommendations for educational authorities, the Ministry of Education, and policymakers include adopting communicative teaching methods, providing in-service training for teachers, and improving classroom environments. Implementing these strategies is essential for significantly enhancing students' speaking competencies and fostering a more effective learning environment. speaking difficulties Yemeni secondary schools teacher perspective educational environment English language teaching Introduction Among the most influential factors in learning to speak a foreign language are the teachers and the educational environment. However, there are notable shortcomings in the procedures and methods adopted by teachers in teaching speaking skills. These issues may stem from the teacher's approach to specific teaching methods, the methods themselves, or even the teaching materials used. Speaking is a crucial skill for second language learning and teaching. In today’s world, the primary goal of teaching speaking skills should be to enhance students' communicative abilities, enabling them to express themselves and adhere to appropriate social and cultural norms. As Chaney (1998, p. 15) states, "Speaking is the process of building and sharing meaning between two or more people through verbal and non-verbal symbols, used in various contexts." English has become an international language, widely used across the globe. It remains the most significant language among others, prompting many individuals to develop a strong desire to learn and speak it. One essential skill every foreign language learner must master is speaking. A common question that arises is whether a person can effectively communicate in English. Nunan ( 1991 ) emphasizes that for most people, mastering speaking skills is the most critical aspect of learning a second or foreign language, with success measured by the ability to engage in conversation. This indicates that speakers must strive to communicate their ideas clearly so that these ideas are well received by listeners. Hornby ( 1995 ) defines speaking as the skill upon which students are most often judged in real-life situations. Consequently, English is vital for everyday interaction, and a person's first impression is frequently based on their ability to speak fluently and coherently. Grognet ( 1997 ) further underscores that speaking is a skill that students must master to communicate effectively. Despite the essential role of speaking skills in enhancing communication and interaction, they are frequently neglected, as evidenced by various Yemeni studies (e.g., Al-Sohbani, 1997 , 2015; Al-Shamiry, 1991, 2000 ; Thabet and Batainah, 2003; Al-Hussaini, 2009). As a result, many English teachers experience frustration due to their students' inability to communicate effectively. Teachers often report that classes are uninteresting, materials are unsuitable and challenging, and students lack interest and understanding. Furthermore, despite the Ministry of Education's efforts to update curricula, "the level of Yemeni students is still weak, and most are unable to speak or write a simple sentence" (Al-Hussaini, 2009, p. 10). Contributing factors include a lack of in-service training for teachers, insufficient time for skill development, overcrowded classrooms, unsuitable learning environments, and students' disinterest in learning English. Thus, this study aims to investigate the underlying reasons for these challenges in hopes of overcoming them and contributing to the improvement of speaking skills in Yemeni secondary schools. It also emphasizes the importance of speaking skills in enhancing students' proficiency in English. Additionally, the study seeks to draw the attention of educational authorities to the difficulties that hinder students from speaking, both inside and outside the classroom, and to identify suitable solutions. The findings from this study will be valuable for students, teachers, and others interested in the English language. This study specifically aims to investigate the main difficulties Yemeni students encounter when learning speaking skills from the teachers' perspective. It attempts to answer the following question: What are the main difficulties Yemeni secondary school students encounter while learning speaking skills from the teachers' perspective? Literature Review Theoretical Background Scholars consistently critique traditional language teaching methods for stifling student creativity and creating passive learners, as they overemphasize lecture and model repetition (Trang, 2022). A key shortcoming of these methods, such as the Grammar-Translation approach, is the neglect of speaking skills in favor of reading and writing (Rodgers, 2001; Richards & Rodgers, 2001 ). In contrast, the Communicative Language Teaching (CLT) method is championed for its effectiveness in teaching speaking. Within a CLT framework, the teacher acts as a facilitator and motivator, fostering a learning environment where students are driven to develop genuine communicative competence (Saputra, 2015 ). This focus on speaking is critical, as Ur (2000) asserts it is the most vital skill for effective communication, essential for expressing ideas and integrating other language skills. Furthermore, strong English speaking ability is linked to greater real-world opportunities in education and employment (Baker & Westrup, 2003 ), a process that requires ample practice for meaningful acquisition. Inadequacy of Interactions Meaningful oral practice is fundamental for language acquisition, allowing learners to internalize new structures. This is supported by Asher's (2003) observation that students naturally imitate teacher models. However, Krashen's (1988) finding that speech indicates acquisition has sometimes led to an impractical overemphasis on speaking, which is difficult to facilitate in large classrooms where participation is inevitably uneven. To address this, Long ( 1990 ) advocated for peer-to-peer interaction, arguing that such activities significantly enhance the amount and quality of target language use. This method creates more opportunities for practice, allows for personalized learning, and fosters a less intimidating environment for language production. Shortage of Using CLT Approach Scholars define Communicative Language Teaching (CLT) as an approach grounded in the principle that language is communication. As Berns (1990) notes, this means classroom activities must involve students communicating for a purpose. Galloway ( 1993 ) adds that the teacher's role is to facilitate this by creating realistic scenarios that mirror real-life situations. This pedagogical philosophy is captured by Liao's (2000, p. 3) assertion that "language should be learned through use and through communication," a method proven to boost both communicative skills and student engagement. The global influence of this approach is evident, as seen in Yemen's 1990s curriculum reforms which, as noted by Bose ( 2002 ), explicitly prioritized communication and building practical abilities in the classroom. Shortage of Feedback According to the teachers' experience in teaching English, they noticed that, many students expect their teachers to give them feedback on their performance. Therefore, students should be given feedback to motivate them. Lightbow and Spada (2006, p. 126) called for recasting feedback. They stated that "recast is the correction of an erroneous utterance by simply repeating the utterance in the correct form without pointing out that an error has been made". This way of correction makes students feel comfortable. Inadequacy of Using Authentic Materials Though schools’ textbooks were based on CLT supplemented by cassettes and CDs, they are not available in Yemeni schools at all. Authentic materials are very important in teaching speaking skills. Practicing English using these materials create a great opportunity for students to be exposed in real life situations and then enable them to use the language communicatively. Inadequacy of in-service Training Program In fact, the teachers in Yemen are not trained enough to use the current methodologies or provided with materials that might guide them to the use of CLTA. Previous Studies Hasbaini (2024) discussed the nature of L2 speaking in relation to the development of communicative skills. The results of this study showed that there are no significant differences between the students who received treatment, as evidenced by their scores in the post-test. In essence, this approach effectively helped students enhance their L2 speaking proficiency and encouraged their confidence in speaking. Obando and Lozada (2023) analyzed the use of Communicative Language Teaching (CLT) strategies to develop English speaking skills. This study concludes that while teachers are familiar with the theory, techniques, strategies, processes, and methods for teaching speaking skills, they do not apply them properly. As a result, students may understand English but struggle to produce it. A 2022 study by Trang investigated the efficacy of the Communicative Language Teaching (CLT) approach from the students' perspective. The research identified that essential elements—including interactive classroom activities, suitable materials, and supportive media—are crucial for establishing a communicative environment that fosters student interaction. Ultimately, the findings confirmed that students perceive CLT as an effective and appropriate pedagogical method. A growing body of recent research underscores the global efficacy and positive reception of the Communicative Language Teaching (CLT) approach in developing students' speaking skills. Investigations into its effectiveness from both student and teacher perspectives consistently yield favorable results. For instance, a 2022 study by Trang confirmed that students perceive CLT as highly effective when it is supported by interactive activities, suitable materials, and multimedia tools that create an environment conducive to interaction. This positive sentiment is echoed across diverse geographical contexts. Studies in the Middle East and North Africa reveal a strong preference for CLT among both learners and educators. In Sudan, Abdelmageed and Omer (2021) focused on teachers' perspectives, seeking to understand CLT's effectiveness and the obstacles to its implementation. Research with Saudi EFL students and teachers (Alharbi, 2021 ; Alghamdi, 2021 ), Jordanian female students (Alshwater, 2021 ), and Moroccan EFL teachers (Hattani, 2018) similarly found overwhelmingly positive attitudes toward CLT and its associated activities, such as group work (Elashhab, 2020 ). The emphasis on speaking within CLT aligns with students' own recognition of its paramount importance. As Ibnian's (2019) research on speaking difficulties indicates, EFL learners themselves consider spoken communication the most critical skill to acquire, a view that resonates with the foundational idea that language acquisition progresses from utterances to fluent speech (Chaney, 1998). Consequently, CLT is not only viewed as a preferred pedagogical method but also as a vital approach for addressing the core objective of developing fluency, accuracy, and clarity in learners (Haliwanda, 2021). Sari (2019) aimed to determine the improvement of students' speaking skills by intensifying English in the classroom. The researcher applied a pre-experimental method using a one-group pretest and post-test design, along with a speaking test to collect data. The sample for this study consisted of the VIII.1 class at SMPN 24 Makassar, which included 36 students. The sample was taken using a comparative technique to analyze and compare students' scores before and after the speaking instruction. The results showed that students’ speaking skills improved, with an average score of 42.55%. This indicates a positive response to intensifying English in speaking skills. It was concluded that the eighth grade at SMPN 24 Makassar showed improvement. Azizah (2018) aimed to determine the improvement in students' speaking skills by using a discussion technique that focuses on understanding. This approach enhances students' fluency and accuracy in English at the Eleventh Grade of SMAN 2 Camba-Maros. Al-Ahdel (2018) aimed to investigate the problems of oral fluency among secondary school students. The study also examines the difficulties encountered by students in oral fluency and suggests solutions for them. The researcher adopted descriptive analytical methods for the investigation, calculating data through statistical procedures. The research subjects included both teachers and students at the secondary school level. The researcher used a questionnaire as the instrument for this study. The findings revealed linguistic difficulties, mother tongue use, inhibition, large class sizes, and a lack of curriculum activities. Alanisi ( 2011 ) researched the challenges hindering the English speaking proficiency of Yemeni student-teachers and evaluated the effectiveness of the Communicative Language Teaching (CLT) approach in improving their fluency and confidence. The two-phase study, involving initial investigation followed by intervention, yielded findings with practical implications for higher education policymakers, teachers, and student-teachers in Yemen. Method Research Design This study follows the descriptive analytical methods as it investigates the speaking difficulties encountering Yemeni secondary school students of English language from the teacher's perspective. the quantitative approach seemed to be the most appropriate research methods. The Instrument of the study The research uses a questionnaire; it was designed to fulfill the objectives of this study. The questionnaire consisted of thirty-one items. It was distributed to eighty-six English secondary school teachers in Ibb Governorate. Before that, the questionnaire was submitted to a number of experts from Ibb university as well as some supervisors to ensure its validity. The questions were designed in Likert’s five-points scale with five options, namely strongly agree, agree, undecided, disagree and strongly disagree with value of 1–5 assigned to each item. The Population of the Study The population of the study consists of English language teachers in Yemeni secondary schools in Ibb. It includes 86 teachers (both males and females) selected purposefully, as they represent teachers who have taught English as a foreign language for at least three years at Yemeni secondary schools. These teachers are from twenty-two secondary schools across three districts: Al-Mashanah, Addehar, and Jiblah, along with the surrounding villages in Ibb, which include fourteen boys' schools and eight girls' schools. Fifteen of these schools are located in urban areas, while seven are in rural areas. Table (1) The secondary schools in Al-Mashanah, Addehar and Jiblah. NO Schools Teachers Districts Rural/Urban 1 Al-Nahdah 4 Al-Mashanah Urban 2 Al-Farook 3 Addehar Urban 3 Al-Noor 2 Jiblah Urban 4 Al-Ihsan 3 Jiblah Rural 5 Asma'a 3 Addehar Urban 6 Arwa 4 Al-Mashanah Urban 7 Saba'a 4 Jiblah Urban 8 A-Najah 2 Jiblah Rural 9 Somiah 2 Addehar Urban 10 Om-Almomenin 2 Jiblah Rural 11 Al-Thawrah 3 Al-Mashanah Urban 12 Al-Fath 1 Jiblah Rural 13 Al-Saleh 5 Jiblah Urban 14 Al-Wehdah 4 Al-Mashanah Urban 15 Al-Qadisyah 1 Jiblah Rural 16 Khalid 2 Al-Mashanah Urban 17 Omar ben Al-Kattab 2 Jiblah Rural 18 AL-mansoob 1 Jiblah Rural 19 26 September 2 Jiblah Rural Total 50 Reliability To check the reliability of the study instrument, the researcher used Split- Half Reliability Coefficient. It was used to identify internal correlation between items and sections, items and the instrument. The researcher divided the items into two groups: the first group of odd items and the second group of even- numbered items. The reliability coefficient percentage between the items in Spearman-Brown was (85%). It is noticeable that the reliability coefficient of the research instruments is very high. The instruments, therefore, are able to produce fairly stable results. Table (1) Statistical measures of reliability Reliability statistic Cronbach 's Alpha N of items 0.85 15 The Procedure The study utilized a questionnaire administered to English language teachers in Yemeni secondary schools to collect data. The researcher personally distributed the instrument, which employed a five-point Likert scale (Strongly Agree to Strongly Disagree) for responses. Participants were instructed to select the most applicable answer for each statement. The collected data were then analyzed using a percentage frequency analysis for each choice. This method was chosen to test the study's hypotheses by determining whether the data confirmed or refuted each research statement. Data Analysis The data collected from the questionnaires were analyzed using statistical methods to derive meaningful insights regarding the speaking difficulties faced by Yemeni secondary school students. The responses from the questionnaires were entered into a statistical software program SPSS for systematic analysis. Results Participant Demographics The participants in this study consisted of 86 English teachers from various public secondary schools in Ibb Governorate. All participants had a minimum of three years of experience teaching English. The demographic distribution is as follows: Age : More than half of the participants were aged between twenty-seven and forty-two years, while the remainder were over twenty-four years old. Gender Distribution : Males constituted the majority at 60.47%, while females made up 39.53%. This distribution is summarized in Table 1 below: Table (2) Schools, Gender ratio of participants. District Schools Teachers Total Boys' Schools Girls' Schools Total Female Male No. Percentage Urban 10 5 15 22 30 52 60.47% Rural 4 3 7 15 19 34 39.53% Total 14 8 22 37 49 86 100% Analysis of Speaking Difficulties To identify the difficulties faced by students in learning speaking skills, the frequencies, means, weighted means, and ranks of questionnaire items were calculated. The results are presented in Table 2 below: Table (2): Means, Standard Deviation, Frequencies, and Ranks of the Items Related to Teacher and the Educational Environment No. Items Means Weighted Mean Rank 1 Methods adopted by teachers affect students' ability to speak. 4.33 4.96 2 2 Some teachers put less emphasis on speaking skills. 4.63 5.31 1 3 Overcrowded classes create difficulties in practicing speaking skills . 3.77 4.32 5 4 Some teachers do not give students interesting topics for discussions. 3.13 3.59 13 5 Teaching materials used by the teachers affect in developing students' speaking skills. 2.65 3.04 15 6 Lack of using authentic materials by the teachers discourage students to communicate. 3.79 4.35 4 7 The objectives of learning speaking skills are not clear to the students affect their ability to speak. 3.07 3.52 14 8 Lack of using more speaking activities by the teachers hinders students to communicate. 3.72 4.27 6 9 Lack of efficient and sufficient facilities in language laboratories causes speaking difficulties . 3.63 4.16 7 10 Some teachers have no time for intensive practice of communicative activities. 3.19 3.65 12 11 Lack of in-service training programs affect teachers to teach speaking skills . 3.42 3.92 8 12 Some teachers have poor pronunciation hinders students to acquire the correct pronunciation. 3.35 3.84 10 13 Using the mother tongue inside the classroom by some teachers hinders students to acquire the language. 4.23 4.85 3 14 Some teachers make some students dominate the whole class while others speak very little or never speak . 3.37 3.87 9 15 Some teachers do not encourage students to speak. 3.26 3,73 11 The total Average 3.57 4.09 Based on the results mentioned in the table above, the following items ranked highest in difficulty and represent mid-level challenges affecting students' proficiency in speaking English. Item (2), "Some teachers put less emphasis on speaking skills," received the top rank with a weighted mean of 5.31. Item (1), "Methods adopted by teachers affect students' ability to speak," ranked second with a weighted mean of 4.96. Item (13), "Using the mother tongue inside the classroom by some teachers hinders students from acquiring the language," ranked third with a weighted mean of 4.85. Item (6), "Lack of using authentic materials by teachers discourages students from communicating," ranked fourth with a weighted mean of 4.35. Item (12), "Some teachers' poor pronunciation hinders students from acquiring the correct pronunciation," received the lowest rank with a weighted mean of 3.84. The items that ranked as additional mid-level challenges affecting students' proficiency in speaking English include Item (11), "Lack of in-service training programs affects teachers in teaching speaking skills," which had a weighted mean of 3.92, and Item (8), "Lack of using more speaking activities by teachers hinders students from communicating," which had a weighted mean of 4.27. It is evident that the teacher and the educational environment represent significant difficulties that hinder students' proficiency in English, likely due to conditions that do not facilitate the use of English in real-world situations. Discussion The findings of this study highlight several significant difficulties that Yemeni secondary school students encounter when learning speaking skills. Based on the data analysis, the major findings are as follows: Emphasis on Speaking Skills A prominent issue identified is that some teachers put less emphasis on speaking skills. This finding aligns with previous studies, such as those by Al-Sohbani ( 1997 , 2015) and Al-Shamiry (1991, 2000 ), which emphasize the neglect of speaking in favor of reading and writing. As Nunan ( 1991 ) noted, mastering speaking skills is crucial for effective communication, yet it often remains sidelined in instructional practices. This lack of focus on speaking not only limits students' opportunities to practice but also hinders their overall language proficiency. Hasbaini (2024) also echoed this sentiment, highlighting the need for a more balanced approach to language teaching. Impact of Teaching Methods The methods applied by teachers significantly affect students' ability to speak. This aligns with Trang's (2022) observations regarding traditional teaching methods, which often lead to passive learning environments. The current study underscores the necessity for teachers to adopt more communicative approaches, such as the Communicative Language Teaching (CLT) method, which encourages interaction and real-life communication (Saputra, 2015 ). Teachers' reluctance or inability to implement these methods may contribute to students' difficulties in developing their speaking skills. As Obando and Lozada (2023) noted, while teachers may understand the theory behind CLT, its practical application often falls short. Use of the Mother Tongue Another critical finding is that the use of the mother tongue inside the classroom hinders students from acquiring the English language. This concern echoes the findings of Al-Hussaini (2009) and others who have pointed out the adverse effects of relying on Arabic during English instruction. Reducing the use of the mother tongue in favor of English could create a more immersive language environment, which is essential for effective language acquisition. This strategy is supported by the findings of Ibnian (2019), who emphasized that minimizing the use of the native language can improve students' speaking proficiency. Inadequacy of Authentic Materials The study also reveals an inadequacy in the use of authentic materials by teachers, which discourages students from communicating effectively. Authentic materials are vital for providing students with real-life contexts for language use (Bose, 2002 ). This lack of exposure to genuine language situations limits students' opportunities to practice and develop their speaking skills, reinforcing the need for resource-rich environments in classrooms. Haliwanda (2021) highlighted the significance of using authentic materials to enhance students' speaking abilities, pointing out that they make learning more relevant and engaging. Overcrowded Classrooms Overcrowded classrooms emerged as a significant barrier to practicing speaking skills. This finding is consistent with the research of Long ( 1990 ) and Asher ( 2003 ), who noted that large class sizes limit individual speaking opportunities. In such environments, students often have minimal chances to engage in meaningful conversation, which is crucial for their language development. Sari (2019) also demonstrated that overcrowded conditions hinder effective speaking practice, further emphasizing the need for smaller class sizes. Implications for Policy and Practice The implications of these findings are vital for educational authorities and policymakers. There is a pressing need to reform the curriculum to prioritize speaking skills, provide teachers with relevant training, and ensure that classrooms are conducive to active learning. As suggested by Abdelmageed and Omer (2021), addressing these factors can lead to significant improvements in students' speaking proficiency. By implementing these changes, educational institutions can better equip students for real-world communication. Thus, this study highlights the pressing need to enhance speaking skills among Yemeni secondary school students by addressing the factors related to teachers and the educational environment. Future research should continue exploring these issues and potential solutions to promote effective language learning in Yemen. Limitation of the study The present study is limited to three boundaries: participants, topic, and time. First, it focuses on secondary school teachers of English in Ibb Governorate. Second, the study addresses the topic labeled "Factors Affecting Yemeni Secondary School Students' Speaking Skills Related to Teachers and the Educational Environment." Third, it considers the teachers' perspectives. Finally, this study is conducted during the academic year 2024–2025. Conclusion Improving the teaching of speaking skills in Yemen is contingent upon English teachers proactively updating their methodologies, adapting to contextual challenges, and effectively utilizing available resources to foster a communicative learning environment. This effort, however, is part of a larger collaborative framework. As Alanisi ( 2011 ) argues, successful educational outcomes are a shared responsibility requiring cooperation among policymakers, teachers, parents, society, and learners themselves. Crucially, the learner must be the central focus of this endeavor. By developing a comprehensive understanding of students' interests, learning styles, needs, expectations, attitudes, and competencies, teachers can design targeted strategies that directly enhance speaking fluency. Ultimately, success is further dependent on establishing a supportive and motivating classroom atmosphere that encourages students to speak in English without hesitation. Recommendations Based on the above findings of this study regarding the difficulties encountering Yemeni secondary school students it is recommended that: For English Teachers : Adopt communicative teaching methods that prioritize student interaction and authentic language use. Create supportive classroom environments that reduce anxiety and build students' confidence in speaking. Use diverse, engaging materials and activities tailored to students' levels and needs. Minimize mother tongue use while providing meaningful opportunities for English practice. Focus on fluency development by delaying error correction during speaking activities. Implement student-centered techniques that give equal participation opportunities. Stay updated on modern language teaching methodologies through continuous professional development. Balance language accuracy with communicative competence in lesson planning and delivery. For the policy makers : Provide schools with adequate ELT resources, including modern textbooks with communicative activities and properly equipped language labs. Reduce class sizes and implement regular evaluations of teaching quality and learning environments. Develop teacher competencies through in-service training programs focused on communicative teaching methods. Reform testing systems to assess actual language use rather than just grammatical knowledge. Declarations Conflict of interests The authors declare that there are no competing interests regarding the publication of this article. There are no financial or personal relationships that could influence or bias the research outcomes presented in this study. Financial interests The authors declare they have no financial interests Originality Statement This manuscript presents original research that has not been previously published or submitted elsewhere. The findings contribute new insights into the factors affecting Yemeni secondary school students' speaking skills from the perspective of English language teachers. All authors affirm that this work is a new contribution to the field of English language education. Clinical trial number not applicable. Ethical Approval This study was conducted in accordance with the ethical guidelines of Ibb University. Formal ethical approval was waived by the Ibb University Institutional Review Board (or: was not required) for this type of educational research. However, administrative permission to conduct the study was obtained from the relevant educational authorities in Ibb Governorate, and all ethical principles were strictly followed. Consent to Participate Informed consent was obtained from all individual participants included in the study prior to data collection. Participants were informed about the study's purpose, the voluntary nature of their participation, and the confidentiality of their responses. Consent to Publish Not applicable. This manuscript does not contain any individual person’s data in any form. Funding Declaration The authors did not receive support from any organization for the submitted work. Author Contribution Thekra Ali Abdulwahab Abdulrahman: Wrote the introduction and collected the data for the study, ensuring the integrity and accuracy of the data collection process.2. Anees Annajar: Wrote the literature review and the research methodology sections, providing a comprehensive overview of existing research and outlining the methods employed in the study.3. Mohammed Abdulkareem A. Alkamel: Conducted the data analysis and wrote the conclusion, interpreting the results and discussing their implications for the educational context.All authors have reviewed and approved the final version of the manuscript and agree with the submission to Journal of language and Education (JLE). Each author has made significant contributions to the research and is accountable for the content of the work. Acknowledgement We would like to express our sincere gratitude to the English language teachers in Ibb Governorate who participated in this study. Their insights and experiences were invaluable in understanding the challenges faced by Yemeni secondary school students in developing their speaking skills. Data Availability The datasets generated and/or analysed during the current study are available from the corresponding author on reasonable request. References Abdul-Fatah H. EFL teaching: Contemporary research response to teacher basic questions. 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Alkamel","email":"data:image/png;base64,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","orcid":"","institution":"Ibb University","correspondingAuthor":true,"prefix":"","firstName":"Mohammed","middleName":"Abdulkareem A.","lastName":"Alkamel","suffix":""}],"badges":[],"createdAt":"2025-11-26 17:08:11","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8215163/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8215163/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":98741503,"identity":"205b94b4-c40f-44c7-8f5d-b97c9a7cbd51","added_by":"auto","created_at":"2025-12-22 07:43:18","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":63964,"visible":true,"origin":"","legend":"","description":"","filename":"TeachersandtheEducationalEnvironmentasFactorsAffectingSpeakingSkillsinYemeniSecondarySchools.docx","url":"https://assets-eu.researchsquare.com/files/rs-8215163/v1/1c9117708ebdbd52c429e9ee.docx"},{"id":98741502,"identity":"e6576766-12bb-4f43-873b-42a6c2e22989","added_by":"auto","created_at":"2025-12-22 07:43:18","extension":"json","order_by":1,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":6090,"visible":true,"origin":"","legend":"","description":"","filename":"a667ca541cb9425dbbd095896cfd5d97.json","url":"https://assets-eu.researchsquare.com/files/rs-8215163/v1/ffe1b4657bf488ad699d4fa6.json"},{"id":98741506,"identity":"5e4aca2e-53f9-4af8-abc4-de07cd808da3","added_by":"auto","created_at":"2025-12-22 07:43:19","extension":"xml","order_by":2,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":98147,"visible":true,"origin":"","legend":"","description":"","filename":"a667ca541cb9425dbbd095896cfd5d971enriched.xml","url":"https://assets-eu.researchsquare.com/files/rs-8215163/v1/07d68ec2f746303e7c709b22.xml"},{"id":98741504,"identity":"79558d56-1c58-4d03-b831-92d4e8c0298e","added_by":"auto","created_at":"2025-12-22 07:43:19","extension":"xml","order_by":3,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":92877,"visible":true,"origin":"","legend":"","description":"","filename":"a667ca541cb9425dbbd095896cfd5d971structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-8215163/v1/bb5e76ed6029054d8b48dfda.xml"},{"id":98778710,"identity":"2fe9a1e1-e6b0-4e8f-9afd-5005864a0a30","added_by":"auto","created_at":"2025-12-22 12:29:33","extension":"html","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":108552,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-8215163/v1/d6e77ca460c3cebd319d1b18.html"},{"id":98783217,"identity":"8720ee33-0fb0-4c57-aacc-0c7ebe9b647c","added_by":"auto","created_at":"2025-12-22 12:41:27","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1114668,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8215163/v1/e7466539-04a9-4279-bfc2-3dfcd2f8c929.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Teachers and the Educational Environment as Factors Affecting Speaking Skills in Yemeni Secondary Schools","fulltext":[{"header":"Introduction","content":"\u003cp\u003eAmong the most influential factors in learning to speak a foreign language are the teachers and the educational environment. However, there are notable shortcomings in the procedures and methods adopted by teachers in teaching speaking skills. These issues may stem from the teacher's approach to specific teaching methods, the methods themselves, or even the teaching materials used.\u003c/p\u003e \u003cp\u003eSpeaking is a crucial skill for second language learning and teaching. In today\u0026rsquo;s world, the primary goal of teaching speaking skills should be to enhance students' communicative abilities, enabling them to express themselves and adhere to appropriate social and cultural norms. As Chaney (1998, p. 15) states, \"Speaking is the process of building and sharing meaning between two or more people through verbal and non-verbal symbols, used in various contexts.\"\u003c/p\u003e \u003cp\u003eEnglish has become an international language, widely used across the globe. It remains the most significant language among others, prompting many individuals to develop a strong desire to learn and speak it. One essential skill every foreign language learner must master is speaking. A common question that arises is whether a person can effectively communicate in English. Nunan (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1991\u003c/span\u003e) emphasizes that for most people, mastering speaking skills is the most critical aspect of learning a second or foreign language, with success measured by the ability to engage in conversation.\u003c/p\u003e \u003cp\u003eThis indicates that speakers must strive to communicate their ideas clearly so that these ideas are well received by listeners. Hornby (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e1995\u003c/span\u003e) defines speaking as the skill upon which students are most often judged in real-life situations. Consequently, English is vital for everyday interaction, and a person's first impression is frequently based on their ability to speak fluently and coherently. Grognet (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e1997\u003c/span\u003e) further underscores that speaking is a skill that students must master to communicate effectively.\u003c/p\u003e \u003cp\u003eDespite the essential role of speaking skills in enhancing communication and interaction, they are frequently neglected, as evidenced by various Yemeni studies (e.g., Al-Sohbani, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e1997\u003c/span\u003e, 2015; Al-Shamiry, 1991, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2000\u003c/span\u003e; Thabet and Batainah, 2003; Al-Hussaini, 2009). As a result, many English teachers experience frustration due to their students' inability to communicate effectively. Teachers often report that classes are uninteresting, materials are unsuitable and challenging, and students lack interest and understanding. Furthermore, despite the Ministry of Education's efforts to update curricula, \"the level of Yemeni students is still weak, and most are unable to speak or write a simple sentence\" (Al-Hussaini, 2009, p. 10). Contributing factors include a lack of in-service training for teachers, insufficient time for skill development, overcrowded classrooms, unsuitable learning environments, and students' disinterest in learning English.\u003c/p\u003e \u003cp\u003eThus, this study aims to investigate the underlying reasons for these challenges in hopes of overcoming them and contributing to the improvement of speaking skills in Yemeni secondary schools. It also emphasizes the importance of speaking skills in enhancing students' proficiency in English. Additionally, the study seeks to draw the attention of educational authorities to the difficulties that hinder students from speaking, both inside and outside the classroom, and to identify suitable solutions. The findings from this study will be valuable for students, teachers, and others interested in the English language.\u003c/p\u003e \u003cp\u003eThis study specifically aims to investigate the main difficulties Yemeni students encounter when learning speaking skills from the teachers' perspective. It attempts to answer the following question:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the main difficulties Yemeni secondary school students encounter while learning speaking skills from the teachers' perspective?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e\n\u003ch3\u003eLiterature Review\u003c/h3\u003e\n\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eTheoretical Background\u003c/h2\u003e \u003cp\u003eScholars consistently critique traditional language teaching methods for stifling student creativity and creating passive learners, as they overemphasize lecture and model repetition (Trang, 2022). A key shortcoming of these methods, such as the Grammar-Translation approach, is the neglect of speaking skills in favor of reading and writing (Rodgers, 2001; Richards \u0026amp; Rodgers, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). In contrast, the Communicative Language Teaching (CLT) method is championed for its effectiveness in teaching speaking. Within a CLT framework, the teacher acts as a facilitator and motivator, fostering a learning environment where students are driven to develop genuine communicative competence (Saputra, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). This focus on speaking is critical, as Ur (2000) asserts it is the most vital skill for effective communication, essential for expressing ideas and integrating other language skills. Furthermore, strong English speaking ability is linked to greater real-world opportunities in education and employment (Baker \u0026amp; Westrup, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2003\u003c/span\u003e), a process that requires ample practice for meaningful acquisition.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eInadequacy of Interactions\u003c/h3\u003e\n\u003cp\u003e Meaningful oral practice is fundamental for language acquisition, allowing learners to internalize new structures. This is supported by Asher's (2003) observation that students naturally imitate teacher models. However, Krashen's (1988) finding that speech indicates acquisition has sometimes led to an impractical overemphasis on speaking, which is difficult to facilitate in large classrooms where participation is inevitably uneven. To address this, Long (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e1990\u003c/span\u003e) advocated for peer-to-peer interaction, arguing that such activities significantly enhance the amount and quality of target language use. This method creates more opportunities for practice, allows for personalized learning, and fosters a less intimidating environment for language production.\u003c/p\u003e\n\u003ch3\u003eShortage of Using CLT Approach\u003c/h3\u003e\n\u003cp\u003eScholars define Communicative Language Teaching (CLT) as an approach grounded in the principle that language is communication. As Berns (1990) notes, this means classroom activities must involve students communicating for a purpose. Galloway (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e1993\u003c/span\u003e) adds that the teacher's role is to facilitate this by creating realistic scenarios that mirror real-life situations. This pedagogical philosophy is captured by Liao's (2000, p. 3) assertion that \"language should be learned through use and through communication,\" a method proven to boost both communicative skills and student engagement. The global influence of this approach is evident, as seen in Yemen's 1990s curriculum reforms which, as noted by Bose (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2002\u003c/span\u003e), explicitly prioritized communication and building practical abilities in the classroom.\u003c/p\u003e\n\u003ch3\u003eShortage of Feedback\u003c/h3\u003e\n\u003cp\u003eAccording to the teachers' experience in teaching English, they noticed that, many students expect their teachers to give them feedback on their performance. Therefore, students should be given feedback to motivate them. Lightbow and Spada (2006, p. 126) called for recasting feedback. They stated that \"recast is the correction of an erroneous utterance by simply repeating the utterance in the correct form without pointing out that an error has been made\". This way of correction makes students feel comfortable.\u003c/p\u003e\n\u003ch3\u003eInadequacy of Using Authentic Materials\u003c/h3\u003e\n\u003cp\u003eThough schools\u0026rsquo; textbooks were based on CLT supplemented by cassettes and CDs, they are not available in Yemeni schools at all. Authentic materials are very important in teaching speaking skills. Practicing English using these materials create a great opportunity for students to be exposed in real life situations and then enable them to use the language communicatively.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eInadequacy of in-service Training Program\u003c/h2\u003e \u003cp\u003eIn fact, the teachers in Yemen are not trained enough to use the current methodologies or provided with materials that might guide them to the use of CLTA.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003ePrevious Studies\u003c/h3\u003e\n\u003cp\u003eHasbaini (2024) discussed the nature of L2 speaking in relation to the development of communicative skills. The results of this study showed that there are no significant differences between the students who received treatment, as evidenced by their scores in the post-test. In essence, this approach effectively helped students enhance their L2 speaking proficiency and encouraged their confidence in speaking.\u003c/p\u003e \u003cp\u003eObando and Lozada (2023) analyzed the use of Communicative Language Teaching (CLT) strategies to develop English speaking skills. This study concludes that while teachers are familiar with the theory, techniques, strategies, processes, and methods for teaching speaking skills, they do not apply them properly. As a result, students may understand English but struggle to produce it.\u003c/p\u003e \u003cp\u003eA 2022 study by Trang investigated the efficacy of the Communicative Language Teaching (CLT) approach from the students' perspective. The research identified that essential elements\u0026mdash;including interactive classroom activities, suitable materials, and supportive media\u0026mdash;are crucial for establishing a communicative environment that fosters student interaction. Ultimately, the findings confirmed that students perceive CLT as an effective and appropriate pedagogical method.\u003c/p\u003e \u003cp\u003eA growing body of recent research underscores the global efficacy and positive reception of the Communicative Language Teaching (CLT) approach in developing students' speaking skills. Investigations into its effectiveness from both student and teacher perspectives consistently yield favorable results. For instance, a 2022 study by Trang confirmed that students perceive CLT as highly effective when it is supported by interactive activities, suitable materials, and multimedia tools that create an environment conducive to interaction.\u003c/p\u003e \u003cp\u003eThis positive sentiment is echoed across diverse geographical contexts. Studies in the Middle East and North Africa reveal a strong preference for CLT among both learners and educators. In Sudan, Abdelmageed and Omer (2021) focused on teachers' perspectives, seeking to understand CLT's effectiveness and the obstacles to its implementation. Research with Saudi EFL students and teachers (Alharbi, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Alghamdi, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Jordanian female students (Alshwater, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), and Moroccan EFL teachers (Hattani, 2018) similarly found overwhelmingly positive attitudes toward CLT and its associated activities, such as group work (Elashhab, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe emphasis on speaking within CLT aligns with students' own recognition of its paramount importance. As Ibnian's (2019) research on speaking difficulties indicates, EFL learners themselves consider spoken communication the most critical skill to acquire, a view that resonates with the foundational idea that language acquisition progresses from utterances to fluent speech (Chaney, 1998). Consequently, CLT is not only viewed as a preferred pedagogical method but also as a vital approach for addressing the core objective of developing fluency, accuracy, and clarity in learners (Haliwanda, 2021).\u003c/p\u003e \u003cp\u003eSari (2019) aimed to determine the improvement of students' speaking skills by intensifying English in the classroom. The researcher applied a pre-experimental method using a one-group pretest and post-test design, along with a speaking test to collect data. The sample for this study consisted of the VIII.1 class at SMPN 24 Makassar, which included 36 students. The sample was taken using a comparative technique to analyze and compare students' scores before and after the speaking instruction. The results showed that students\u0026rsquo; speaking skills improved, with an average score of 42.55%. This indicates a positive response to intensifying English in speaking skills. It was concluded that the eighth grade at SMPN 24 Makassar showed improvement.\u003c/p\u003e \u003cp\u003eAzizah (2018) aimed to determine the improvement in students' speaking skills by using a discussion technique that focuses on understanding. This approach enhances students' fluency and accuracy in English at the Eleventh Grade of SMAN 2 Camba-Maros.\u003c/p\u003e \u003cp\u003eAl-Ahdel (2018) aimed to investigate the problems of oral fluency among secondary school students. The study also examines the difficulties encountered by students in oral fluency and suggests solutions for them. The researcher adopted descriptive analytical methods for the investigation, calculating data through statistical procedures. The research subjects included both teachers and students at the secondary school level. The researcher used a questionnaire as the instrument for this study. The findings revealed linguistic difficulties, mother tongue use, inhibition, large class sizes, and a lack of curriculum activities.\u003c/p\u003e \u003cp\u003eAlanisi (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) researched the challenges hindering the English speaking proficiency of Yemeni student-teachers and evaluated the effectiveness of the Communicative Language Teaching (CLT) approach in improving their fluency and confidence. The two-phase study, involving initial investigation followed by intervention, yielded findings with practical implications for higher education policymakers, teachers, and student-teachers in Yemen.\u003c/p\u003e"},{"header":"Method","content":"\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eResearch Design\u003c/h2\u003e \u003cp\u003eThis study follows the descriptive analytical methods as it investigates the speaking difficulties encountering Yemeni secondary school students of English language from the teacher's perspective. the quantitative approach seemed to be the most appropriate research methods.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eThe Instrument of the study\u003c/h2\u003e \u003cp\u003eThe research uses a questionnaire; it was designed to fulfill the objectives of this study.\u003c/p\u003e \u003cp\u003eThe questionnaire consisted of thirty-one items. It was distributed to eighty-six English secondary school teachers in Ibb Governorate. Before that, the questionnaire was submitted to a number of experts from Ibb university as well as some supervisors to ensure its validity. The questions were designed in Likert\u0026rsquo;s five-points scale with five options, namely strongly agree, agree, undecided, disagree and strongly disagree with value of 1\u0026ndash;5 assigned to each item.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eThe Population of the Study\u003c/h2\u003e \u003cp\u003eThe population of the study consists of English language teachers in Yemeni secondary schools in Ibb. It includes 86 teachers (both males and females) selected purposefully, as they represent teachers who have taught English as a foreign language for at least three years at Yemeni secondary schools. These teachers are from twenty-two secondary schools across three districts: Al-Mashanah, Addehar, and Jiblah, along with the surrounding villages in Ibb, which include fourteen boys' schools and eight girls' schools. Fifteen of these schools are located in urban areas, while seven are in rural areas.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;(1) The secondary schools in Al-Mashanah, Addehar and Jiblah.\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNO\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSchools\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTeachers\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDistricts\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRural/Urban\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAl-Nahdah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAl-Mashanah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAl-Farook\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAddehar\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAl-Noor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJiblah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAl-Ihsan\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJiblah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRural\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAsma'a\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAddehar\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eArwa\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAl-Mashanah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSaba'a\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJiblah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eA-Najah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJiblah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRural\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSomiah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAddehar\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOm-Almomenin\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJiblah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRural\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAl-Thawrah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAl-Mashanah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAl-Fath\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJiblah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRural\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAl-Saleh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJiblah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAl-Wehdah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAl-Mashanah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAl-Qadisyah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJiblah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRural\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKhalid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAl-Mashanah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOmar ben Al-Kattab\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJiblah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRural\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAL-mansoob\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJiblah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRural\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26 September\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJiblah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRural\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eReliability\u003c/h2\u003e \u003cp\u003eTo check the reliability of the study instrument, the researcher used Split- Half Reliability Coefficient. It was used to identify internal correlation between items and sections, items and the instrument. The researcher divided the items into two groups: the first group of odd items and the second group of even- numbered items.\u003c/p\u003e \u003cp\u003eThe reliability coefficient percentage between the items in Spearman-Brown was (85%). It is noticeable that the reliability coefficient of the research instruments is very high. The instruments, therefore, are able to produce fairly stable results.\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;(1) Statistical measures of reliability\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabb\" border=\"1\"\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eReliability statistic\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eCronbach 's Alpha\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eN of items\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e0.85\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e15\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eThe Procedure\u003c/h2\u003e \u003cp\u003eThe study utilized a questionnaire administered to English language teachers in Yemeni secondary schools to collect data. The researcher personally distributed the instrument, which employed a five-point Likert scale (Strongly Agree to Strongly Disagree) for responses. Participants were instructed to select the most applicable answer for each statement. The collected data were then analyzed using a percentage frequency analysis for each choice. This method was chosen to test the study's hypotheses by determining whether the data confirmed or refuted each research statement.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eThe data collected from the questionnaires were analyzed using statistical methods to derive meaningful insights regarding the speaking difficulties faced by Yemeni secondary school students. The responses from the questionnaires were entered into a statistical software program SPSS for systematic analysis.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eParticipant Demographics\u003c/h2\u003e \u003cp\u003eThe participants in this study consisted of 86 English teachers from various public secondary schools in Ibb Governorate. All participants had a minimum of three years of experience teaching English. The demographic distribution is as follows:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eAge\u003c/b\u003e: More than half of the participants were aged between twenty-seven and forty-two years, while the remainder were over twenty-four years old.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eGender Distribution\u003c/b\u003e: Males constituted the majority at 60.47%, while females made up 39.53%. This distribution is summarized in Table\u0026nbsp;1 below:\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;(2) Schools, Gender ratio of participants.\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabc\" border=\"1\"\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eDistrict\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e \u003cp\u003eSchools\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eTeachers\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBoys' Schools\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eGirls' Schools\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNo.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e60.47%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRural\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e39.53%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e100%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eAnalysis of Speaking Difficulties\u003c/h2\u003e \u003cp\u003eTo identify the difficulties faced by students in learning speaking skills, the frequencies, means, weighted means, and ranks of questionnaire items were calculated. The results are presented in Table\u0026nbsp;2 below:\u003c/p\u003e \u003cp\u003e \u003cb\u003eTable\u0026nbsp;(2): Means, Standard Deviation, Frequencies, and Ranks of the Items Related to Teacher and the Educational Environment\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabd\" border=\"1\"\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMeans\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWeighted Mean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRank\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e1\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMethods adopted by teachers affect students' ability to speak.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.96\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e2\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSome teachers put less emphasis on speaking skills.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5.31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e3\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOvercrowded classes create difficulties in practicing speaking skills .\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e4\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSome teachers do not give students interesting topics for discussions.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e5\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeaching materials used by the teachers affect in developing students' speaking skills.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e6\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLack of using authentic materials by the teachers discourage students to communicate.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e7\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe objectives of learning speaking skills are not clear to the students affect their ability to speak.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e8\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLack of using more speaking activities by the teachers hinders students to communicate.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e9\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLack of efficient and sufficient facilities in language laboratories causes speaking difficulties .\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e10\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSome teachers have no time for intensive practice of communicative activities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e11\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLack of in-service training programs affect teachers to teach speaking skills .\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e12\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSome teachers have poor pronunciation hinders students to acquire the correct pronunciation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e13\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUsing the mother tongue inside the classroom by some teachers hinders students to acquire the language.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e14\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSome teachers make some students dominate the whole class while others speak very little or never speak .\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e15\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSome teachers do not encourage students to speak.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3,73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe total Average\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eBased on the results mentioned in the table above, the following items ranked highest in difficulty and represent mid-level challenges affecting students' proficiency in speaking English. Item (2), \"Some teachers put less emphasis on speaking skills,\" received the top rank with a weighted mean of 5.31. Item (1), \"Methods adopted by teachers affect students' ability to speak,\" ranked second with a weighted mean of 4.96. Item (13), \"Using the mother tongue inside the classroom by some teachers hinders students from acquiring the language,\" ranked third with a weighted mean of 4.85. Item (6), \"Lack of using authentic materials by teachers discourages students from communicating,\" ranked fourth with a weighted mean of 4.35. Item (12), \"Some teachers' poor pronunciation hinders students from acquiring the correct pronunciation,\" received the lowest rank with a weighted mean of 3.84.\u003c/p\u003e \u003cp\u003eThe items that ranked as additional mid-level challenges affecting students' proficiency in speaking English include Item (11), \"Lack of in-service training programs affects teachers in teaching speaking skills,\" which had a weighted mean of 3.92, and Item (8), \"Lack of using more speaking activities by teachers hinders students from communicating,\" which had a weighted mean of 4.27. It is evident that the teacher and the educational environment represent significant difficulties that hinder students' proficiency in English, likely due to conditions that do not facilitate the use of English in real-world situations.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe findings of this study highlight several significant difficulties that Yemeni secondary school students encounter when learning speaking skills. Based on the data analysis, the major findings are as follows:\u003c/p\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003eEmphasis on Speaking Skills\u003c/h2\u003e \u003cp\u003eA prominent issue identified is that some teachers put less emphasis on speaking skills. This finding aligns with previous studies, such as those by Al-Sohbani (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e1997\u003c/span\u003e, 2015) and Al-Shamiry (1991, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2000\u003c/span\u003e), which emphasize the neglect of speaking in favor of reading and writing. As Nunan (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1991\u003c/span\u003e) noted, mastering speaking skills is crucial for effective communication, yet it often remains sidelined in instructional practices. This lack of focus on speaking not only limits students' opportunities to practice but also hinders their overall language proficiency. Hasbaini (2024) also echoed this sentiment, highlighting the need for a more balanced approach to language teaching.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003eImpact of Teaching Methods\u003c/h2\u003e \u003cp\u003eThe methods applied by teachers significantly affect students' ability to speak. This aligns with Trang's (2022) observations regarding traditional teaching methods, which often lead to passive learning environments. The current study underscores the necessity for teachers to adopt more communicative approaches, such as the Communicative Language Teaching (CLT) method, which encourages interaction and real-life communication (Saputra, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Teachers' reluctance or inability to implement these methods may contribute to students' difficulties in developing their speaking skills. As Obando and Lozada (2023) noted, while teachers may understand the theory behind CLT, its practical application often falls short.\u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003eUse of the Mother Tongue\u003c/h2\u003e \u003cp\u003eAnother critical finding is that the use of the mother tongue inside the classroom hinders students from acquiring the English language. This concern echoes the findings of Al-Hussaini (2009) and others who have pointed out the adverse effects of relying on Arabic during English instruction. Reducing the use of the mother tongue in favor of English could create a more immersive language environment, which is essential for effective language acquisition. This strategy is supported by the findings of Ibnian (2019), who emphasized that minimizing the use of the native language can improve students' speaking proficiency.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003eInadequacy of Authentic Materials\u003c/h2\u003e \u003cp\u003eThe study also reveals an inadequacy in the use of authentic materials by teachers, which discourages students from communicating effectively. Authentic materials are vital for providing students with real-life contexts for language use (Bose, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). This lack of exposure to genuine language situations limits students' opportunities to practice and develop their speaking skills, reinforcing the need for resource-rich environments in classrooms. Haliwanda (2021) highlighted the significance of using authentic materials to enhance students' speaking abilities, pointing out that they make learning more relevant and engaging.\u003c/p\u003e \u003cdiv id=\"Sec25\" class=\"Section3\"\u003e \u003ch2\u003eOvercrowded Classrooms\u003c/h2\u003e \u003cp\u003eOvercrowded classrooms emerged as a significant barrier to practicing speaking skills. This finding is consistent with the research of Long (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e1990\u003c/span\u003e) and Asher (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2003\u003c/span\u003e), who noted that large class sizes limit individual speaking opportunities. In such environments, students often have minimal chances to engage in meaningful conversation, which is crucial for their language development. Sari (2019) also demonstrated that overcrowded conditions hinder effective speaking practice, further emphasizing the need for smaller class sizes.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec26\" class=\"Section3\"\u003e \u003ch2\u003eImplications for Policy and Practice\u003c/h2\u003e \u003cp\u003eThe implications of these findings are vital for educational authorities and policymakers. There is a pressing need to reform the curriculum to prioritize speaking skills, provide teachers with relevant training, and ensure that classrooms are conducive to active learning. As suggested by Abdelmageed and Omer (2021), addressing these factors can lead to significant improvements in students' speaking proficiency. By implementing these changes, educational institutions can better equip students for real-world communication.\u003c/p\u003e \u003cp\u003eThus, this study highlights the pressing need to enhance speaking skills among Yemeni secondary school students by addressing the factors related to teachers and the educational environment. Future research should continue exploring these issues and potential solutions to promote effective language learning in Yemen.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec27\" class=\"Section3\"\u003e \u003ch2\u003eLimitation of the study\u003c/h2\u003e \u003cp\u003eThe present study is limited to three boundaries: participants, topic, and time. First, it focuses on secondary school teachers of English in Ibb Governorate. Second, the study addresses the topic labeled \"Factors Affecting Yemeni Secondary School Students' Speaking Skills Related to Teachers and the Educational Environment.\" Third, it considers the teachers' perspectives. Finally, this study is conducted during the academic year 2024\u0026ndash;2025.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eImproving the teaching of speaking skills in Yemen is contingent upon English teachers proactively updating their methodologies, adapting to contextual challenges, and effectively utilizing available resources to foster a communicative learning environment. This effort, however, is part of a larger collaborative framework. As Alanisi (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) argues, successful educational outcomes are a shared responsibility requiring cooperation among policymakers, teachers, parents, society, and learners themselves. Crucially, the learner must be the central focus of this endeavor. By developing a comprehensive understanding of students' interests, learning styles, needs, expectations, attitudes, and competencies, teachers can design targeted strategies that directly enhance speaking fluency. Ultimately, success is further dependent on establishing a supportive and motivating classroom atmosphere that encourages students to speak in English without hesitation.\u003c/p\u003e \u003cdiv id=\"Sec29\" class=\"Section2\"\u003e \u003ch2\u003eRecommendations\u003c/h2\u003e \u003cp\u003eBased on the above findings of this study regarding the difficulties encountering Yemeni secondary school students it is recommended that:\u003c/p\u003e \u003cp\u003e \u003cb\u003eFor English Teachers\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eAdopt communicative teaching methods that prioritize student interaction and authentic language use.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eCreate supportive classroom environments that reduce anxiety and build students' confidence in speaking.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eUse diverse, engaging materials and activities tailored to students' levels and needs.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eMinimize mother tongue use while providing meaningful opportunities for English practice.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eFocus on fluency development by delaying error correction during speaking activities.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eImplement student-centered techniques that give equal participation opportunities.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eStay updated on modern language teaching methodologies through continuous professional development.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eBalance language accuracy with communicative competence in lesson planning and delivery.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eFor the policy makers\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eProvide schools with adequate ELT resources, including modern textbooks with communicative activities and properly equipped language labs.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eReduce class sizes and implement regular evaluations of teaching quality and learning environments.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDevelop teacher competencies through in-service training programs focused on communicative teaching methods.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eReform testing systems to assess actual language use rather than just grammatical knowledge.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003ch2\u003eConflict of interests\u003c/h2\u003e \u003cp\u003eThe authors declare that there are no competing interests regarding the publication of this article. There are no financial or personal relationships that could influence or bias the research outcomes presented in this study.\u003c/p\u003e \u003ch2\u003eFinancial interests\u003c/h2\u003e \u003cp\u003eThe authors declare they have no financial interests\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eOriginality Statement\u003c/strong\u003e \u003cp\u003eThis manuscript presents original research that has not been previously published or submitted elsewhere. The findings contribute new insights into the factors affecting Yemeni secondary school students' speaking skills from the perspective of English language teachers. All authors affirm that this work is a new contribution to the field of English language education.\u003c/p\u003e \u003ch2\u003eClinical trial number\u003c/h2\u003e \u003cp\u003enot applicable.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eEthical Approval\u003c/strong\u003e \u003cp\u003e This study was conducted in accordance with the ethical guidelines of Ibb University. Formal ethical approval was waived by the Ibb University Institutional Review Board (or: was not required) for this type of educational research. However, administrative permission to conduct the study was obtained from the relevant educational authorities in Ibb Governorate, and all ethical principles were strictly followed.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent to Participate\u003c/strong\u003e \u003cp\u003e Informed consent was obtained from all individual participants included in the study prior to data collection. Participants were informed about the study's purpose, the voluntary nature of their participation, and the confidentiality of their responses.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent to Publish\u003c/strong\u003e \u003cp\u003eNot applicable. This manuscript does not contain any individual person\u0026rsquo;s data in any form.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding Declaration\u003c/h2\u003e \u003cp\u003eThe authors did not receive support from any organization for the submitted work.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eThekra Ali Abdulwahab Abdulrahman: Wrote the introduction and collected the data for the study, ensuring the integrity and accuracy of the data collection process.2. Anees Annajar: Wrote the literature review and the research methodology sections, providing a comprehensive overview of existing research and outlining the methods employed in the study.3. Mohammed Abdulkareem A. Alkamel: Conducted the data analysis and wrote the conclusion, interpreting the results and discussing their implications for the educational context.All authors have reviewed and approved the final version of the manuscript and agree with the submission to Journal of language and Education (JLE). Each author has made significant contributions to the research and is accountable for the content of the work.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003e We would like to express our sincere gratitude to the English language teachers in Ibb Governorate who participated in this study. Their insights and experiences were invaluable in understanding the challenges faced by Yemeni secondary school students in developing their speaking skills.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets generated and/or analysed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbdul-Fatah H. EFL teaching: Contemporary research response to teacher basic questions. Abhath Al-Yarmouk. 1995;11(1):63\u0026ndash;101.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAl-Aidarous A. (2007). \u003cem\u003eThe effect of group work activities on the learners' mastery of spoken English\u003c/em\u003e [Unpublished master's dissertation]. Sana'a University.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAlAhdel MT. (2018). 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Cambridge University Press; 1991.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"speaking difficulties, Yemeni secondary schools, teacher perspective, educational environment, English language teaching","lastPublishedDoi":"10.21203/rs.3.rs-8215163/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8215163/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eThis study investigates the speaking difficulties faced by Yemeni secondary school students in the Ibb Governorate from the perspective of English language teachers. Speaking proficiency is crucial for effective language learning, necessitating a comprehensive understanding of the challenges encountered in this context.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eA descriptive analytical approach was employed, utilizing a structured questionnaire distributed to 86 English teachers across three districts: Addehar, Almashanh, and Jiblah. The data collected aimed to identify key challenges impacting students' speaking skills.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThe research reveals several critical issues. Many teachers place insufficient emphasis on speaking proficiency, which limits students' opportunities for practice. Traditional teaching methods often undermine students' speaking abilities, while the prevalent use of the mother tongue in English classes hinders effective language acquisition. Additionally, overcrowded classrooms exacerbate these challenges by restricting individual speaking opportunities and diminishing student interaction.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eThe findings underscore the urgent need for educational reforms to enhance speaking skills in Yemeni secondary schools. Recommendations for educational authorities, the Ministry of Education, and policymakers include adopting communicative teaching methods, providing in-service training for teachers, and improving classroom environments. Implementing these strategies is essential for significantly enhancing students' speaking competencies and fostering a more effective learning environment.\u003c/p\u003e","manuscriptTitle":"Teachers and the Educational Environment as Factors Affecting Speaking Skills in Yemeni Secondary Schools","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-12-22 07:43:14","doi":"10.21203/rs.3.rs-8215163/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-01-13T08:33:12+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-10T10:00:29+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-09T03:38:42+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"160470182212186118750989008121804792826","date":"2026-01-08T13:40:50+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-08T10:29:52+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"235167888169304106534376258134394282276","date":"2026-01-08T10:27:44+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"36151745633209064507218869011241374577","date":"2026-01-05T01:36:40+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"198785917543448854404449922883767720218","date":"2026-01-02T17:47:38+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-12-23T12:04:48+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"60776157403027778654255717168547851235","date":"2025-12-23T12:00:41+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-12-19T14:42:45+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-12-02T19:11:07+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-12-02T05:45:33+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-12-01T09:06:53+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-11-30T17:52:39+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"64cf3b21-ef31-4dcd-b007-b1a9459a9a2d","owner":[],"postedDate":"December 22nd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-18T17:54:45+00:00","versionOfRecord":[],"versionCreatedAt":"2025-12-22 07:43:14","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8215163","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8215163","identity":"rs-8215163","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}