Exploring english speaking proficiency among public and private school students of Nepal: a comparative study

Abstract

This study aimed to determine and compare the English speaking proficiency of students in public and private schools in Nepal and to propose pedagogical implications based on the findings. A purposive non-random sampling technique was used to select a sample of 30 grade 12 students from three public and three private schools in Banke district. Data were collected using a speaking test paper developed based on the Grade Twelve textbook, and data analysis was conducted using mixed method analysis. Findings revealed that private school students outperformed public school students in terms of grammar, vocabulary, and content. However, both groups of students struggled with proper tense usage in their speaking. Private school students were also better in pronunciation and fluency, while public school students were better in expressing themselves on given content. The study suggests that there is a need to focus on speaking proficiency in English language education in Nepal, and that pedagogical approaches should be tailored to the needs of learners in public schools to help them improve their English speaking proficiency. The study also highlights the need for teacher training programs and the development of relevant instructional materials to address the challenges of teaching speaking skills in English language education in Nepal.