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Traditional approaches in English Language Teaching (ELT) have mostly focused on teaching grammar and written language with negligence on oral and communicative skills. Teachers who follow syllabi with a focus on spoken language, therefore, face problems concerning students' speaking anxiety, motivation, and fluency and accuracy components of spoken language. Impromptu speech is one of the ways to handle these problems in a speaking class. This paper presents data collected from 20 speaking teachers teaching at an intensive English program at Anadolu University, Turkey. A questionnaire exploring teachers' views on the effectiveness and methodology of using impromptu speech activities was utilized. The paper discusses the strengths, weaknesses and different ways of using impromptu speech activities [ABSTRACT FROM AUTHOR]