Perspectives and Policy Recommendations for EFL Speaking Skills in Rojava's Secondary Education
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Abstract
Effective language instruction is crucial for enhancing communicative competence among English as a Foreign Language (EFL) learners in resource-constrained contexts such as Rojava. This qualitative study evaluates the current practices for developing speaking skills among secondary school EFL learners in the Northeast Syrian (NES) Region. Through thematic analysis based on interviews with 18 EFL teachers and four English education supervisors (EES) from Qamshlo, Tirbespiye, and Girke Legae, key challenges were identified, including resource shortages, overreliance on textbooks, curriculum misalignment, and limited technology. The findings reveal a focus on memorization that hinders interactive speaking and listening activities. To improve speaking proficiency, the study recommends enhancing teachers’ qualifications, offering incentives, and adopting innovative teaching strategies, providing valuable insights for policymakers and curriculum developers in the NES Region.
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