Abstract:
Enlish Lannguage Teaching in Ethiopian secondary schools is bound in the classrooms.
This is partly because of the absence of research based working cases of the effects of
English language clubs. This experimental study, therefore, examined the Effects of speaking
and listening club activities on students speaking and listening and their attitude to club
activities. Sixty students were selected for the purpose of which (n=30) were experimental
and the other (n=30) were the control group. Data was collected using speaking and listning
tests (pre and post) and attitude questionnaire. The statistical results of the study showed that
there was a significant mean difference between the scores of students’ listening and
speaking tests in favour of the experimental group. This revealed that English Language
Clubs have improved students’ test result of listening and speaking compared to the
classroom only approach. As the independent t-test values of the speaking test indicated (t
(10.04), df=58, p=0.00) was found to be statistically significant. In the same way, as
inferential statistical values of the independent t-test for listening test indicated (t (9.643),
df=58, p=0.00), it was found to be statistically significant. Similiraly, the students’ atitude to
English Language Club activities has increased since the paired samples t-test values (t
(4.25), df =28, p=0.000) was significant at 0.05 level of significance. Consequently, it was
concluded that English Language Clubs can significantly improve students speaking and
listening ability and can positively influence students’ attitude to club activities. Therefore,
English Language Clubs should be adopted to wider scale of Ethiopian secondary schools.
Nevertheless, as this study focused onlyon two skills, the researcher suggests future studies
may need to further focus on the effects of other skills.
