Enhancing middle school students' proficiency and engagement in speaking
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Authors
Kalandia, Nino
Issue Date
2024
Educational Level
ISCED 2: Lower Secondary Education
Curriculum Area
Geographical Setting
Georgia
Abstract
Context: The study was conducted at Tsalenjikha Public School No.2 in western Georgia, which serves around 350 students aged six to 17. Described as having diverse backgrounds and language proficiency levels, the focus was primarily on the speaking challenges faced by middle school students during English language lessons.
Aims: The research aimed to explore students' feelings towards speaking activities in the classroom and the teaching strategies that fostered or hindered their participation. Specifically, it sought to investigate the emotional responses of students when required to speak, the actions taken by the teacher to encourage participation, the feedback offered, and the conditions that facilitated speaking engagement.
Methods: To gather relevant data, the study utilised a mixed-methods approach. This included focus group discussions with six selected students - three high performers and three low performers - questionnaires completed by 18 students to gather quantitative data on their experiences, and lesson observations conducted by a colleague to assess classroom dynamics and teacher-student interactions during speaking activities.
Findings: The findings indicated a varied range of student experiences regarding speaking in class. While some students reported feeling comfortable and enjoyed speaking, others expressed fear, anxiety, and a lack of confidence. The support strategies employed by the teacher had mixed effects, with some students appreciating guided questions and a welcoming attitude towards mistakes, while others felt discouraged to share their thoughts. Feedback provided was acknowledged as constructive but sometimes lacking specificity.
Implications: The study highlights that understanding students' emotional experiences and the teacher's role in fostering a supportive and engaging classroom environment can significantly impact student participation in speaking activities. The findings suggest that aligning speaking tasks with students' interests, providing detailed feedback, and creating a psychologically safe classroom could enhance proficiency and engagement in language learning. Other educators might consider these insights when reflecting on their own teaching practices in similar contexts.
Aims: The research aimed to explore students' feelings towards speaking activities in the classroom and the teaching strategies that fostered or hindered their participation. Specifically, it sought to investigate the emotional responses of students when required to speak, the actions taken by the teacher to encourage participation, the feedback offered, and the conditions that facilitated speaking engagement.
Methods: To gather relevant data, the study utilised a mixed-methods approach. This included focus group discussions with six selected students - three high performers and three low performers - questionnaires completed by 18 students to gather quantitative data on their experiences, and lesson observations conducted by a colleague to assess classroom dynamics and teacher-student interactions during speaking activities.
Findings: The findings indicated a varied range of student experiences regarding speaking in class. While some students reported feeling comfortable and enjoyed speaking, others expressed fear, anxiety, and a lack of confidence. The support strategies employed by the teacher had mixed effects, with some students appreciating guided questions and a welcoming attitude towards mistakes, while others felt discouraged to share their thoughts. Feedback provided was acknowledged as constructive but sometimes lacking specificity.
Implications: The study highlights that understanding students' emotional experiences and the teacher's role in fostering a supportive and engaging classroom environment can significantly impact student participation in speaking activities. The findings suggest that aligning speaking tasks with students' interests, providing detailed feedback, and creating a psychologically safe classroom could enhance proficiency and engagement in language learning. Other educators might consider these insights when reflecting on their own teaching practices in similar contexts.
Description
Keywords (free text)
English language learning, speaking proficiency, student engagement, classroom dynamics, teacher feedback, exploratory action research