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Enhancing complete-sentence conversations in lower secondary English
Shane Smithtiwin
Shane Smithtiwin
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Date
2026
Educational Level
ISCED Level 2 Lower Secondary Education
Curriculum Area
Geographical Setting
Thailand
Abstract
Context: This study takes place in a diverse English language learning environment at Klongyai Wittayakom School, where students from multiple cultural backgrounds, namely Thai, Cambodian, and Thai-Cambodian, encounter unique challenges in learning English. The local perception of English as less critical for future opportunities impacts students' motivation, leading to difficulties in producing complete sentences during verbal communication despite their written capabilities.
Aims: The primary objective of the exploratory action research was to investigate the reasons behind students' struggles with forming complete sentences in spoken English. Specific research questions focused on identifying when students spoke in complete sentences, their feelings about speaking English, methods to improve their sentence structures, and the rationale behind emphasizing complete sentence usage.
Methods: A combination of peer observations, a teacher's reflection journal, and an anonymous questionnaire was utilized for data collection. Peer observations allowed for documenting students' responses and engagement, while the journal facilitated reflective analysis on effective and ineffective teaching strategies. The questionnaire gathered insights into students' confidence levels and comfort in speaking English.
Findings: The findings indicated that students demonstrated better sentence formation in small group settings compared to whole-class activities. Anxiety about public speaking significantly hindered their willingness to attempt complete sentences. Students also relied on model sentences as scaffolding for their spoken responses. The data highlighted the need to address emotional and contextual factors influencing students' engagement in language production.
Implications: This study reveals that creating a supportive classroom atmosphere encourages students to engage more fully in language learning. The effectiveness of structured peer practice activities emphasizes the need to adapt teaching approaches based on students' comfort levels and the relevance of discussion topics. Other educators might find value in exploring diverse methods that foster confidence and comfort among students, allowing them to practice and improve their language skills effectively.
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Keywords
English language learning, exploratory action research, complete sentences, classroom dynamics, peer interaction