<![CDATA[This study investigated the speaking needs of employees who interact with foreign delegates in Ethiopia’s Ministries of Agriculture, Health, and Education. An explanatory mixed-methods design was employed to examine English-speaking proficiency, identify challenges and associated factors, and explore strategies for improving oral communication. The study involved 99 purposively selected employees and 33 foreign delegates selected through availability sampling. Data were collected through questionnaires, semi-structured interviews, and analysis of archived video recordings of professional and diplomatic interactions. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The findings showed that employees perceived their reading and writing abilities as stronger than their listening and speaking abilities. Major speaking challenges included pronunciation, fluency, understanding foreign delegates’ pronunciation, grammar, and providing clear responses. Educational background, inadequate English training, anxiety, fear of making mistakes, and low self-confidence were major factors associated with speaking difficulties. The findings highlight the need for practical, communicative, and context-specific English education. Targeted ESP training, supportive environments, continuous professional development, and authentic language-use opportunities are recommended. The study contributes context-specific evidence to ESP research and workplace communication in international settings.]]>
