Why are some students reluctant speakers of English?

Context: The research was conducted at LEPL Khashuri Municipality Davit Kakiashvili Public School No.2, which accommodates 363 students from elementary to secondary levels. The school promotes inclusive education and aims to create a safe learning environment. The focus of the research was on understanding the reluctance of sixth-grade students to engage in English speaking activities. Aims: The primary aim of the study was to explore students' reluctance to speak English during class to identify ways to motivate them and enhance their confidence in participating in speaking activities. Key questions included students' feelings about speaking, the types of activities employed, and the contexts in which they felt comfortable using English. Methods: Data was collected through a student questionnaire comprising multiple-choice and open-ended questions, classroom observations conducted by colleagues and the school principal, and focus group discussions in Georgian. A total of twelve students participated in the focus groups to provide insights into their speaking difficulties and perceptions. Findings: The research found diverse emotional responses among students towards speaking English, with most expressing insecurity and shyness. Activities that encouraged peer interaction, such as picture descriptions and dialogues, contributed to a more comfortable speaking environment. Observations indicated that students engaged more actively in small groups and pair activities. While they enjoyed interactive tasks, some reverted to their native language when discussing more complex subjects. Implications: Insights from this research suggest that structuring lessons with dynamic warm-ups, introducing vocabulary, and utilising cooperative learning techniques can enhance students' speaking engagement. Other educators may learn about the effectiveness of creating a supportive atmosphere that encourages student interaction and confidence. The strategies employed in this study indicate how tailored activities can alleviate anxiety and promote language use among learners.

Keywords (free text)

English language learning, speaking anxiety, classroom engagement, interactive learning, peer collaboration, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/914

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Teachers Researching their Practice: Explorations in the Georgian Classroom