Improving first-year pedagogical science students' speaking skills

Context: Conducted at Woldia University, Ethiopia, this study explores the reluctance of first-year pedagogical science students, aged 19 to 24, to engage in English speaking activities, despite the language's importance in their curriculum and future careers. Aims: To understand students' perceptions towards speaking English in class, the opportunities provided for speaking, their views on instructional strategies, and to evaluate teachers' perspectives on students' speaking skills. Methods: Utilizing questionnaires, classroom observations, and interviews with 32 students and two English language teacher colleagues, the study aimed to identify barriers to speaking English and to develop and assess the effectiveness of interventions. Findings: Many students were afraid of making mistakes in public, leading to a reluctance in participating in speaking activities. However, a significant majority showed willingness and motivation to speak English. Interventions like think-pair-share activities, self-introduction exercises, and short daily speaking tasks increased speaking opportunities, improved confidence, and reduced anxiety among students. Implications: Encouraging a supportive environment that fosters peer interaction and reduces the fear of errors, promoting active participation, can improve English speaking confidence and proficiency among learners.

Keywords (free text)

english as a foreign language, speaking, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/711

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English Connects Action Research