English Teachers’ Views on Teaching Speaking in Sultan Kudarat

1Sultan Kudarat State University

Speaking proficiency is essential to language learning, yet secondary students in second-language contexts often struggle with anxiety, low confidence, and few opportunities for authentic interaction. This qualitative study explores how English teachers in two public secondary schools in Esperanza, Sultan Kudarat conceptualize and teach speaking. Guided by Direct Learning, Communicative Language Teaching, Sociocultural, and Experiential Learning theories, we used a phenomenological design with interviews of ten teachers and thematic analysis. Five key results emerged: (1) sustained professional development is central to effective speaking instruction; (2) inclusive pedagogies—role-play, group discussion, and structured tasks—raise engagement; (3) psychological barriers such as fear and peer judgment suppress participation; (4) resource constraints, including large classes and limited materials, reduce opportunities; and (5) technology, when purposefully integrated, can scaffold rehearsal and feedback. Teachers recommended collaboration, policy support, and technology use to create equitable speaking opportunities. The study offers evidence from a low-resource context and a model linking teacher development, pedagogy, and learner affect. Implications include training on speaking-oriented design, routines that normalize risk-taking, and investment in tools for feedback and interaction.