Speaking issues with learners

Context: The research was conducted in two public schools in western Georgia, where students face challenges in learning English due to limited exposure outside the classroom and a lack of parental support. The study was prompted by observations of student disengagement during speaking activities. Aims: The primary aim of the research was to explore the factors influencing students' speaking abilities in class. This inquiry was fuelled by a perceived lack of participation among students, leading the teacher to investigate how classroom activities and students' perceptions affected their speaking skills. Methods: A multi-faceted approach was employed to gather data, consisting of a student questionnaire, classroom observations by a colleague, and a reflective journal maintained by the teacher. The questionnaire focused on students' opinions of speaking activities, their preferences, and the challenges they face. Observations were conducted over four lessons to analyse engagement and the effectiveness of various teaching strategies. Findings: Data analysis revealed that while most students enjoyed speaking activities, a significant number expressed anxiety and hesitance, primarily due to limited vocabulary and grammar skills. Despite attempts to engage them, 14 students reported struggling with vocabulary, indicating that language proficiency was a barrier to full participation. Observations confirmed that students often relied on familiar phrases, avoiding complex language structures. Implications: This research underscores the necessity of addressing vocabulary acquisition in order to enhance students' speaking skills. The findings indicate potential areas for improvement, such as implementing vocabulary-building activities, using visual aids, and providing continuous feedback. Other educators might consider similar investigative approaches to understand and address the specific language challenges their own students face, thereby enhancing overall learning outcomes.

Keywords (free text)

English language learning, speaking skills, classroom engagement, vocabulary acquisition, educational strategies, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/909

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Teachers Researching their Practice: Explorations in the Georgian Classroom