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Why do students find speaking activities challenging?
Tsereteli, Nino
Tsereteli, Nino
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Date
2024
Educational Level
ISCED 1 Primary education
Curriculum Area
Geographical Setting
Georgia
Abstract
Context: The research was conducted in a government-run urban school in Khashuri, Georgia, which serves approximately 600 students from diverse backgrounds. The school aims to provide equal access to education while promoting academic excellence. The focus of this study was on sixth-grade students encountering challenges in speaking English during classroom activities.
Aims: This study aimed to explore the specific difficulties that students face in speaking activities and to identify underlying factors contributing to these challenges. It sought to gain insights into students' perspectives regarding their speaking anxiety, fluency, and the relevance of speaking topics. Understanding these aspects is intended to help tailor teaching methods to better support student needs.
Methods: The research spanned 15 weeks and employed multiple methods for data collection, including student questionnaires, peer observations, and a reflective journal. Questionnaires gathered students' thoughts and feelings about speaking tasks, while peer observations conducted by experienced colleagues provided insights into students' engagement and participation levels. The reflective journal documented observations and reflections related to teaching practices.
Findings: The findings revealed that students were often anxious about making mistakes during speaking tasks, which hindered their participation and fluency. Many observed that the immediate correction of errors interrupted their flow and increased their self-consciousness. Students expressed a lack of interest in the speaking topics and reported feeling disengaged, particularly when topics did not align with their interests or language proficiency levels. Observations indicated that students struggled with fluency, often reverting to their native language when unable to express ideas in English.
Implications: This study illustrates that students' fear of making mistakes and the lack of engaging speaking topics can impede language development. It suggests that tailoring speaking activities to align with students' interests and implementing supportive error correction strategies may foster a more engaging learning environment. Other teachers may learn from this research to reflect on their own teaching practices and consider how to enhance student confidence and engagement during speaking activities.
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Keywords (free text)
English as a foreign language, English language learning, speaking activities, student engagement, fluency, communication skills, exploratory action research