Teacher's attitudes towards the inclusion of speaking tasks and their actual practices in chilean EFL classroom
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Within the chilean educational context, there is an emphatic, strong interest for teaching english language effectively in order to constitute a bilingual country in a near future. Nevertheless, and as time passes by, the current teaching methods have not shown improvements in new generations, and high-school students are show scarce or, in most of the cases, null speaking ability to convey a message in english. The purpose of this study was to explore the attitudes of six teachers of english regarding the implementation of communicative tasks in the EFL context. This was compared to the actual practices of these teachers in the classrooms within three (subside, private and public) different schools in different areas of the Metropolitan region of Chile. The method used in this investigation follows the characteristics of a case study as it shows in detail what teachers think about the inclusion of speaking practice in their classes; including their planning and methodologies, as well as the activities they carry out within their English lessons, which we collected using questionnaires, field notes, and interviews. The results revealed that there is a gap between what teachers believe and actually do in their lessons with regards to the implementation of communicative practices. The difficulties that prevent them from including such type of practices are related to factors such as class size, students’ social background, students’ attitudes and lack of interest, similar to studies conducted in other countries.