Encouraging students to speak in English

Context: This research took place in a rural school in the Bío Bío Region, Chile, involving 7th grade (13-year-old) students from diverse socio-economic backgrounds. It focused on the reluctance of students to speak English, addressing the broader issue of confidence and motivation in second language acquisition. Aims: The study explored the reasons behind students' reluctance to speak English, assessing their feelings about speaking in class, and identifying strategies to encourage active participation. Methods: Through observation, questionnaires, and a reflective journal, the researcher investigated students' attitudes towards speaking English and the effectiveness of various classroom activities designed to promote oral skills. Findings: Students were found to be nervous and insecure about speaking English, fearing ridicule for making mistakes. Interventions such as group discussions, role-plays, and the strategic selection of activities improved their confidence and willingness to speak. Implications: Encouraging a supportive classroom environment and incorporating interactive, student-centered activities can enhance students' confidence in speaking English. A teacher can foster respect and empathy among students to reduce fear of embarrassment and promote language practice.

Keywords (free text)

English as a foreign language, speaking, confidence, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/692
https://doi.org/10.71779/120

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Champion Teachers : Stories of Exploratory Action Research