Journal of Global Research in Education and Social Science

This study explored teachers’ pedagogical practices for enhancing English speaking skills among selected upper primary learners in Paidha Town Council, Zombo District. The study was motivated by a lack of research on how teachers actually use speaking methods in poor rural schools. The study was guided by Social Cognitive Theory and the Communicative Language Teaching approach. A qualitative research design was used to obtain an in-depth understanding of classroom practices and teachers’ instructional experiences. Data were collected from two selected primary schools through semi-structured interviews, classroom observations, and document analysis. The participants included eight upper primary English language teachers and two headteachers. Of these, three teachers were chosen for fourteen lesson observations to allow for a closer and more detailed examination of daily classroom interactions. The findings show that, while teachers knew about communicative practices such as group discussions, role-plays, storytelling, dialogues, and question-and-answer activities, they struggled to use them effectively in actual lessons. The main pattern in the findings revealed that teachers knew the theory but failed to use it in practice. Instead of conducting authentic speaking tasks, lessons became simple, repetitive routines in which group work was often poorly structured, role-plays were mainly conducted through textbook reading, storytelling activities were frequently reduced to copying notes, and choral responses dominated many lessons. The study also found a gap between planned learner-centred activities and actual classroom delivery. These findings suggest that teachers require more practical support in planning, managing, and assessing speaking-focused activities. By showing these classroom challenges in rural schools, this study adds to existing knowledge by indicating that knowledge of teaching methods alone is insufficient to help pupils speak well if teachers lack practical support for their specific school environments. The study concludes that improving pupils’ English-speaking skills requires the consistent use of participatory classroom practices, constructive feedback, and targeted professional development for teachers.