The confidence to speak
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Authors
Pariguana, Alex
Issue Date
2017
Educational Level
ISCED 5: Short-cycle tertiary education
Curriculum Area
Geographical Setting
Peru
Abstract
Context: At San Agustin University in Arequipa, Peru, a language teacher faced challenges with mixed-level classes, where students displayed varying degrees of confidence in speaking English. Noticing that students who lacked confidence often avoided participation, the teacher sought to create a more inclusive environment that would encourage all students to engage and express their ideas comfortably.
Aims: The primary aim was to identify factors affecting students' confidence in speaking and to explore teaching practices that could foster a supportive classroom atmosphere. The teacher focused on understanding students' perceptions about speaking and their challenges, along with evaluating his own teaching methods to better facilitate active participation for all learners.
Methods: Data collection included an initial anonymous questionnaire on students' confidence and preferences for speaking activities, as well as peer observations and feedback slips completed by students at the end of each lesson. Peer observers evaluated both the teacher's methods and student interactions, providing insights into student comfort levels and participation. Implementing structured vocabulary support, diverse activities, and group reorganization led to increased student confidence and inclusion. Regular modelling and varied speaking exercises encouraged students to practice more naturally.
Findings: The data revealed that many students felt nervous or frustrated about speaking, particularly due to limited vocabulary and fear of peer judgment. Peer observations confirmed that while some students were confident, others felt excluded, particularly during group activities. The teacher recognized that he needed to improve his approach to promoting inclusive participation, including through modelling and pre-teaching vocabulary.
Implications: This study highlights the value of responsive teaching practices in addressing confidence issues, especially in mixed-level classes, and underscores the importance of creating a collaborative classroom atmosphere to support language learners.
Aims: The primary aim was to identify factors affecting students' confidence in speaking and to explore teaching practices that could foster a supportive classroom atmosphere. The teacher focused on understanding students' perceptions about speaking and their challenges, along with evaluating his own teaching methods to better facilitate active participation for all learners.
Methods: Data collection included an initial anonymous questionnaire on students' confidence and preferences for speaking activities, as well as peer observations and feedback slips completed by students at the end of each lesson. Peer observers evaluated both the teacher's methods and student interactions, providing insights into student comfort levels and participation. Implementing structured vocabulary support, diverse activities, and group reorganization led to increased student confidence and inclusion. Regular modelling and varied speaking exercises encouraged students to practice more naturally.
Findings: The data revealed that many students felt nervous or frustrated about speaking, particularly due to limited vocabulary and fear of peer judgment. Peer observations confirmed that while some students were confident, others felt excluded, particularly during group activities. The teacher recognized that he needed to improve his approach to promoting inclusive participation, including through modelling and pre-teaching vocabulary.
Implications: This study highlights the value of responsive teaching practices in addressing confidence issues, especially in mixed-level classes, and underscores the importance of creating a collaborative classroom atmosphere to support language learners.
Description
Keywords (free text)
speaking confidence , inclusive teaching , peer observation , mixed-level classes