Difficulties of speaking English in primary school
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Authors
Mohammed, Mayyada Assadig Hamdan
Issue Date
2023
Educational Level
ISCED 2: Lower secondary education
Curriculum Area
Geographical Setting
Sudan
Abstract
Context: This study, conducted in a rural primary school in western Kordofan state, Sudan, focuses on Grade 6 students aged approximately 12 years, exploring the difficulties they face in speaking English, a language introduced to them only three years prior.
Aims: To identify and address the challenges students encounter in speaking English, including grammar, vocabulary, and pronunciation, aiming to enhance their confidence and competence in oral communication.
Methods: The research employed exploratory action research methodology, involving focus group discussions with students, lesson observations, and reflective journals to gather insights into students' perceptions of speaking activities, instructional strategies, and the teacher's approach to teaching speaking.
Findings: Students showed a preference for pair-work speaking activities, reporting that peer support reduced their fear of making mistakes. However, they also highlighted significant difficulties with grammar, vocabulary, and pronunciation. The study identified a need for pre-speaking activities, visual aids, and more speaking practice to address these issues.
Implications: Effective speaking instruction may need to include a variety of activities that encourage student interaction and provide support for language development, focusing on the creation of a supportive environment that encourages risk-taking and emphasizes communication over correctness to build confidence and improve proficiency in speaking English.
Aims: To identify and address the challenges students encounter in speaking English, including grammar, vocabulary, and pronunciation, aiming to enhance their confidence and competence in oral communication.
Methods: The research employed exploratory action research methodology, involving focus group discussions with students, lesson observations, and reflective journals to gather insights into students' perceptions of speaking activities, instructional strategies, and the teacher's approach to teaching speaking.
Findings: Students showed a preference for pair-work speaking activities, reporting that peer support reduced their fear of making mistakes. However, they also highlighted significant difficulties with grammar, vocabulary, and pronunciation. The study identified a need for pre-speaking activities, visual aids, and more speaking practice to address these issues.
Implications: Effective speaking instruction may need to include a variety of activities that encourage student interaction and provide support for language development, focusing on the creation of a supportive environment that encourages risk-taking and emphasizes communication over correctness to build confidence and improve proficiency in speaking English.
Description
Keywords (free text)
english as a foreign language , speaking , exploratory action research