The focus of the study is to explore if non-native in-service English language teachers (ELT) conceptualisations are consistent with their status quo practices in teaching speaking in English as foreign language context. Furthermore the geographical context represents an important facet of this study. The ELTs cognition has not been vastly discussed in research especially when talking about teaching speaking. Moreover the study discusses this phenomenon from the state schools ELTs perspective. This important stratum of the language teachers community has somehow been under studied and not well presented in the EFL literature especially in this part of the world.
