Boosting students' speaking

Context: In Lima, Peru, a teacher at the Instituto Cultural Peruano Norteamericano (ICPNA) faced challenges with Basic-level students who struggled to speak English fluently in class. The students, aged 14 to 20, were often reluctant to communicate beyond single words, revealing limited confidence in expressing themselves in English. Recognizing the students' difficulty and hesitation, the teacher embarked on a project to increase their speaking engagement and confidence. Aims: The project aimed to explore students' use of English in class, assess their feelings about speaking in English, and identify activities that might boost their engagement. Specifically, the teacher sought to encourage more spontaneous language use and create a supportive classroom environment that would reduce students' anxiety and reluctance to speak. Methods: Data collection methods included classroom observations, a questionnaire, and a colleague observation. The teacher used these tools to track language use during lessons, noting instances of English and Spanish use among students. A questionnaire captured students' attitudes towards different speaking activities and their comfort levels with speaking English. A peer observer also provided feedback on the teacher's activity structure and student participation. Findings: Observations indicated that while students used English with the teacher, they defaulted to Spanish when speaking among themselves. Questionnaire results showed a clear preference for interactive activities like pair work and group discussions over individual presentations, which most students found intimidating. Additionally, half of the students reported nervousness due to limited vocabulary and fear of making mistakes. The teacher implemented a 'small talk' leaflet with fixed expressions to support vocabulary and conversational skills, which was positively received. After its introduction, students reported increased confidence, and observations noted a reduction in Spanish use. Implications: This study highlights the potential for structured support tools, such as a vocabulary leaflet, to empower students and foster a more collaborative environment in language learning. Teachers facing similar challenges with student participation in language classes could benefit from introducing interactive speaking frameworks and resources that emphasize practical language use, promoting confidence and engagement.

Keywords (free text)

english as a foreign language, speaking skills, student engagement, language confidence, classroom interaction, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/747

Collections

Champion Teachers Peru: Stories of Exploratory Action Research