The objective of this study was to e:(plore the/actors affecting stl/dents; learning of English speaking skillsrnwith particlliar reference [0 grade nine Ginchi Secandmy and preparatOlY School a/ west ShoG Zone, andrnthereby (a forward recommendations/or the improvement althe problems. To this end, a descriptive survey ofrnquantitolive and qualitative data analysis method Vas ell/ployed. The subjects q( the SfllC(Y included 100rnSlUe/ems and 5 teachers 0/ the target school. They were selected 1Ising stratiJied, purposive and simplernrandolll sall/pling techniques.rnThe clala were gathered through questionnaires, interview and classroom observcllion. The quesliunnairesrnwere lIs~d 10 explore the currenl students ' partiCipation level and leachers ', s fllciel1ls '. classroom andrninslruclional material relllled constraints, wilh respect 10 Ihe learning of English speaking skil!::i. 711ernil1lerview and classroom ob~ervation supplemented the data obta ined through Ihe questionnaires. Statisticalrntools sllch as numbers and percentages were lIsed to analyze the collecled dala.rn1''l7e resull oflhe sludy revealed thai the curren/ level ofslUdems ' participalion in English speaking class ofrnthe larget grade is 1mI', due 10 Ihe fa ct that classes were mostly leacher dominated. A ccording~)', it was/ollndrnthat majorily of students were supposed 10 listen 10 their teachers' talks rather than actively involved inrnvarious classroom speaking activities. Besides, the main faCIal'S influencing the learning oj English speakingrnskills in Ihe target grade level were found 10 he (he problems related 10 teachers, sludems, classroom andrninstructional materials. The finding indicated /he exis/ence of problems rela/cd to reachers, s llch as beliefsrnabolll language teaching, leaching melhodology, inability fa provide classroom oral activilies, teachers 'rnproficiency, their testing system, way of error cor/'eclion anc/failure to lise teaching aids in speaking classes.rnThe finding also revealed Ihe problem relllled 10 sill e/ems, like beliefs abolli language learning, lack ofrnconjidence, poor speaking background, jrequel1f lise of mother longue. lack q/vvc(lbulcu)" lack ajpracticernand low participation. The stuc0' also indicated the problem related with classroom and instrllctionalrnmaterials /ike large number of students in a class, unsuitability of seating arrangements for pair and grouprnwork one/ lack of access to teaching aids.rnFinally, on the basis of the findings, it was recommended that in order 10 improve students ' participation.rnabove all, slue/ents have to praclice spepking in the target language by parlicipGling actively in pair or grouprnand individual activities in {he classroom. To this end, leachers also alight to play prominent role. That is.'rnthey should use modern melhodologies which give 1'00111 jor students ' aClive participmion. On (h e olher hand,rnto promote students' learning of English speaking skills, both English teachers and sflldents have to play Iheirrnappropriate roles il1 doing against problems that hindered s flIdents' learning of English speaking skills.rnBesides, the concerned bodies need 10 deal with the problelll of large class size and instrllctionalmaterialsrnrelated/actors to alleviate the problem.