Speaking issues in primary classes

Context: This study took place in Batumi Public School No.15, where a primary English language teacher investigated the speaking reluctance observed among her students. The school serves approximately 1,000 students from middle-class families. English is taught as a second language, with students demonstrating varying language proficiency from A1 to B1 levels. Aims: The primary aim of the research is to understand the underlying causes of the students' reluctance to speak in English, despite their knowledge of vocabulary and grammar. The teacher formulated exploratory questions to uncover students' perceptions of speaking activities, their preferences, and the challenges they face during these tasks. Methods: To gather data, the teacher employed a questionnaire featuring multiple-choice and open-ended questions, completed by 28 fifth-grade students. A focus group discussion provided further qualitative insights. Additionally, classroom observations were conducted over four weeks, allowing a colleague to assess students' engagement and the effectiveness of the speaking activities implemented. Findings: The analysis revealed that most students enjoy speaking activities; 22 out of 28 expressed positive feelings towards these tasks. While students generally felt confident, some reported confusion and a lack of motivation, particularly concerning debates and discussions. The teacher's supportive feedback was largely viewed as beneficial, contributing to a positive learning environment. However, students expressed a preference for dialogues and role-plays over group discussions, where their reluctance was more pronounced. Implications: The findings highlight the need for a differentiated approach to speaking activities that caters to students' varying interests and abilities. While dialogues and role-plays can be effective, there is a recognition that expanding the repertoire of activities is necessary for developing overall speaking skills. This study underscores the importance of individualised support and fostering an environment where all students feel encouraged to participate, which may inform best practices among other educators.

Keywords (free text)

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

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/912
https://doi.org/10.71779/189

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Teachers Researching their Practice: Explorations in the Georgian Classroom