Increasing the participation of female students in speaking class
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Authors
Getu, Benyam
Issue Date
2023
Educational Level
ISCED 3: Upper secondary education
Curriculum Area
Geographical Setting
Ethiopia
Abstract
Context: The study was conducted at Dilachen General Secondary School in Addis Ketema, Addis Ababa, Ethiopia, focusing on the participation of female students in speaking lessons. The school serves around 2,400 students from Grades 9 to 12, with the study focusing on 50 Grade-12 students, aged 17 to 19. Despite their academic achievements, female students showed reluctance to participate in speaking activities, which are essential for mastering English as a Foreign Language.
Aims: The research aimed to identify the reasons behind the poor participation of female students in speaking classes, despite their strong performance in other areas. It sought to explore their preferred speaking activities, their behaviour in speaking lessons, and the challenges they face. The broader aim was to find effective strategies to improve their participation and to motivate other teachers to engage in similar research to address classroom issues.
Methods: Data were collected using a questionnaire to capture female students' preferences and difficulties in speaking activities, reflective journals to document the teacher's observations and feelings about the issue, and peer observations to provide an external perspective on student participation. An eight-week action plan was then implemented, which included pre-teaching vocabulary, using visual aids, and creating vocabulary notebooks to build students' confidence and familiarity with speaking topics.
Findings: The study found that the main barriers to female students' participation were a lack of vocabulary, fear of making mistakes, and low self-confidence. They preferred discussion-based activities but were hesitant in more formal settings like presentations. The action plan, which emphasized vocabulary building and visual aids, resulted in increased participation, with female students showing improved confidence and a greater willingness to speak in class.
Implications: This study demonstrates that pre-teaching vocabulary and creating a supportive environment can enhance female students p'articipation in speaking activities. Teachers facing similar challenges might benefit from adopting these strategies to support students who struggle with speaking due to confidence or language barriers. The study also highlights the value of practitioner research in understanding and solving classroom issues.
Aims: The research aimed to identify the reasons behind the poor participation of female students in speaking classes, despite their strong performance in other areas. It sought to explore their preferred speaking activities, their behaviour in speaking lessons, and the challenges they face. The broader aim was to find effective strategies to improve their participation and to motivate other teachers to engage in similar research to address classroom issues.
Methods: Data were collected using a questionnaire to capture female students' preferences and difficulties in speaking activities, reflective journals to document the teacher's observations and feelings about the issue, and peer observations to provide an external perspective on student participation. An eight-week action plan was then implemented, which included pre-teaching vocabulary, using visual aids, and creating vocabulary notebooks to build students' confidence and familiarity with speaking topics.
Findings: The study found that the main barriers to female students' participation were a lack of vocabulary, fear of making mistakes, and low self-confidence. They preferred discussion-based activities but were hesitant in more formal settings like presentations. The action plan, which emphasized vocabulary building and visual aids, resulted in increased participation, with female students showing improved confidence and a greater willingness to speak in class.
Implications: This study demonstrates that pre-teaching vocabulary and creating a supportive environment can enhance female students p'articipation in speaking activities. Teachers facing similar challenges might benefit from adopting these strategies to support students who struggle with speaking due to confidence or language barriers. The study also highlights the value of practitioner research in understanding and solving classroom issues.
Description
Keywords (free text)
female participation , speaking skills , EFL teaching , vocabulary building , classroom strategies