Leading students to speak
Authors
Pineda, Omar Rugerio
Issue Date
2019
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Mexico
Abstract
Context: This study was conducted by an English teacher at a secondary school in Tlalmanalco, Mexico, focusing on a group of 21 beginner-level students aged 14-15. The challenge was students' reluctance to speak in English, attributed to fear of mispronunciation and mistakes. Despite regular speaking activities, students primarily used Spanish in class.
Aims: The project aimed to address students' hesitation and improve their willingness and ability to speak English. The teacher sought to explore students' preferences for speaking activities, their feelings about speaking English, and effective ways to support them.
Methods: Data collection included a student questionnaire, peer observations during three lessons, and a teacher's reflective journal. These methods examined students' interaction preferences, the support provided during speaking activities, and their language use in class. Post-intervention, further surveys and individual interviews were conducted to assess the impact of the implemented changes.
Findings: Students preferred group or team activities and cited role plays as the most beneficial speaking task. Pre-teaching five common expressions and practicing their pronunciation were found effective in reducing anxiety. A mini-book of classroom expressions provided support for maintaining conversations. Students reported increased confidence and enjoyment of interactive activities, while colleagues noted improved pronunciation and engagement during lessons.
Implications: The study illustrates the importance of tailoring teaching strategies to students' needs and preferences, as well as the value of evidence-based teaching decisions. Other educators might explore using role plays, pre-teaching functional language, and creating supportive resources like mini-books to encourage participation. Engaging students in selecting activities and gathering feedback may lead to greater motivation and learning outcomes.
Aims: The project aimed to address students' hesitation and improve their willingness and ability to speak English. The teacher sought to explore students' preferences for speaking activities, their feelings about speaking English, and effective ways to support them.
Methods: Data collection included a student questionnaire, peer observations during three lessons, and a teacher's reflective journal. These methods examined students' interaction preferences, the support provided during speaking activities, and their language use in class. Post-intervention, further surveys and individual interviews were conducted to assess the impact of the implemented changes.
Findings: Students preferred group or team activities and cited role plays as the most beneficial speaking task. Pre-teaching five common expressions and practicing their pronunciation were found effective in reducing anxiety. A mini-book of classroom expressions provided support for maintaining conversations. Students reported increased confidence and enjoyment of interactive activities, while colleagues noted improved pronunciation and engagement during lessons.
Implications: The study illustrates the importance of tailoring teaching strategies to students' needs and preferences, as well as the value of evidence-based teaching decisions. Other educators might explore using role plays, pre-teaching functional language, and creating supportive resources like mini-books to encourage participation. Engaging students in selecting activities and gathering feedback may lead to greater motivation and learning outcomes.
Description
Keywords (free text)
english as a foreign language , speaking skills , english language teaching , role play , student motivation , interactive activities , language anxiety , confidence , exploratory action research