The study was mainly intended to assess to what extent the speaking activities in thernspoken module of Desse College of Teacher Education (DCTE) are appropriately designedrnwith respect to addressing the learners' interests and how far they meet the major speakingrntask designing criteria.rnPertaining to the study itself, assessing the attitudes of teachers and students towards thernactivities, assessing the motivational values of the activities, assessing the techn iques,rnmethods and presentation used in the speaking tasks and fina lly assessing the organizationrnof the tasks were examined. Content analysis was used as a major instrument to obtainrninformation regarding how appropriate and suitable the speaking tasks (activities) for therntrainees to participate on and how they meet their interests being as prospective teachers.rnThe questionnaire and interview developed and used to measure the attitudes of thernstudents and teachers towards the speaking activities (tasks) which are portrayed in therntrainees 'spoken module.rnThe findings of the study indicated that the inappropriateness of the speaking activities inrnthe trainees' module in eliciting students' oral participation was taken as a fa ctor thatrnhamper pair/group work in the classroom. The findings also showed, the absence of varied,rninteresting, real world, relevant activities to the needs and interests of the trainees in theirrnspoken module. Along with this, the findings indicated that the inability of the speakingrnactivities in promoting genuine communicative interaction among students by using variousrnforms of classroom organization. Besides, the findings disclosed that the activities in therntrainees' module have low motivational values and are not able to be integrated with thernother skills except writing. In addition, the absence of supplementary materials likernlanguage laboratory, audio visual teaching aids, etc hindered trainees spoken ability. Notrngiving considerable attention to the structural syllabus which focused on the English soundrnsystem like segmental and superasegmental featu res and merely focusing on the functionalrnsyllabus were also the other findings which were manifested in the research.rnConsidered vis-a-vis these and other findings on the suitability of the speaking tasksrn(activities) in addressing students interests, the parallel effect of the approach ill thernmodule in not incorporating many activities, and the absence of practice session of thernactivities, which do not allow learners' to communicate and cooperate in groups broughtrnan ample problem in students spoken language proficiency.rnTherefore, the study recommended that when course materials are prepared, addressingrnthe growing needs of students to become proficient in speaking English by giving duernemphasis to what students require to participate orally in speaking activities oftenrnpresented in group or pair modes of learning should be considered. It is also noted thatrnthe program (syllabus) to be prepared ought to take in hand the question ofrnmethodology, too. It should enable the learners and the teachers to use pair and grouprnwork, simulations, games and dramas. Besides, the study recommends that continuousrncourse material adaptation based on the appropriateness of the activities forrncommunicative goals should be practiced on the speaking tasks.