The main objective of this study was to assess whether or not grade II students have awarenessrnon their task based speaking classroom roles. The study also aimed at examining if the studentsrnpractice the roles in the classroom and the factors that hinder this practice.rnThe instruments of data collection used were questionnaire, classroom observation and interview.rnNinety (90) grade II students who were randomly selected from the two schools and all of theirrnEnglish language teachers were the subjects of the study. Eighty-jive (85) of the students and fourrnof the teachers responded to the questionnaires items. One section from each teacher's classesrnwas randomly selected for classroom observation and all the second observations were recordedrnusing video. Three of these observations were transcribed and analyzed. Nine of the samplernstudents were interviewed to provide more information. Like that of the observations, therninterviews were transcribedfor analysis.rnThe students' responses to the questionnaire items, that showed their speaking classroom rolernbehaviors implied in their new English textbook and commonly assumed in task based speakingrnclassrooms, indicated that most of the students were aware of their respective classroom roles ..rnThe teachers also doubt whether their students know their task based speaking classroom roles orrnnot; because the respective grand mean to the items inclined 'neither agree nor disagree. 'rnBoth the students' and the teachers' responses to the questionnaires items also indicated thatrnthough grade II students were aware of their student-centered speaking classroom roles, theyrnwere not exercising these roles in the classroom. Responses from the two respondents categoriesrnalso showed that the students speaking classroom role practice was negatively affected by: thernpower gap between the teachers and the students, students misperception on the role of teachersrnin the class, students' understanding of tasks as time consuming and their misperception on theÂ·rnrole of teachers in the class, students understanding of tasks as time consuming and students'rnbeliefs on that there is a mismatch between the expected exam items and the actual classroomrnspeaking tasks (negative wash back effect).rnThe teachers were trying to use oral communicative tasks and also were tying to encourage thernstudents to play their expected active roles. However, the results of the classroom observationrnand that of the interviews' established the results indicated in the questionnaires. In most of thernspeaking classes observed, Ihe students' were playing passive roles. Lastly, based on the resultsrnof the study, the researcher forwarded some recommendations.