How to improve speaking skills in learners

Context: The research was conducted at Samtredia Public School No. 1 in the Imereti region of Georgia, focusing on a tenth-grade class of 22 students. The inquiry arose from observations of students' reluctance and lack of confidence in participating in speaking activities, such as discussions and presentations, despite their intermediate English proficiency and regular engagement with the language since early schooling. Aims: The primary aim of the research was to explore the reasons behind students' hesitance to express themselves verbally in English, despite their knowledge of vocabulary and grammar. The study sought to identify effective fluency activities that could enhance student confidence and participation in speaking practices. Methods: The investigation employed various data collection methods, including a reflective journal maintained over four weeks, student questionnaires with ten questions designed to uncover insights into speaking reluctance, and interviews with colleagues to gather perspectives on effective classroom practices. Observations of a colleague's lesson focusing on fostering student confidence were also conducted. Findings: The study revealed that most students preferred role plays as a speaking activity, finding it enhances their confidence. However, many expressed significant shyness during presentations and encounters with debates, preferring to use new vocabulary in written tasks rather than orally. Colleagues reported using role-play, storytelling, and personalisation to engage students, reflecting a consensus that diverse activities could support learners' speaking skills. Ultimately, the research indicated that the students' reluctance stemmed not from a lack of vocabulary but from shyness and insecurity surrounding speaking tasks. Implications: Insights from the research suggest that teachers in similar contexts may recognise the importance of providing tailored support and encouragement to enhance student confidence in speaking activities. The findings indicate that fostering a diverse range of speaking tasks can be beneficial for student engagement and proficiency. Additionally, the study highlights the value of understanding individual student challenges to effectively address their needs and improve oral communication skills.

Keywords (free text)

English language learning, speaking skills, fluency activities,student confidence, student engagement, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/921

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Teachers Researching their Practice: Explorations in the Georgian Classroom