Why don't my students speak in English?
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Authors
Hoyos, Teresa Ríos
Issue Date
2016
Educational Level
ISCED 3: Upper secondary education
Curriculum Area
Geographical Setting
Chile
Abstract
Context: In Calama, Chile, a secondary school teacher observed 9th-grade students (15-year-olds) from diverse socio-economic backgrounds showing reluctance to speak English, despite having studied the language for at least two years.
Aims: The study aimed to uncover why students were hesitant to speak English, their preferences regarding speaking activities, and the opportunities provided for speaking practice within the classroom.
Methods: The teacher employed questionnaires for students, consulted colleagues, and invited a peer to observe her teaching methods to gather insights on students' speaking practices and preferences.
Findings: Students preferred dialogues and role-plays for speaking activities, expressing a desire to interact more with peers. They felt nervous about speaking in front of the class, indicating a need for more frequent and varied speaking opportunities.
Implications: The research emphasizes the importance of providing diverse speaking activities, such as dialogues and role-plays, to encourage student interaction and reduce speaking anxiety. Increasing the frequency of speaking tasks and diversifying groupings can also enhance student engagement and confidence in speaking English.
Aims: The study aimed to uncover why students were hesitant to speak English, their preferences regarding speaking activities, and the opportunities provided for speaking practice within the classroom.
Methods: The teacher employed questionnaires for students, consulted colleagues, and invited a peer to observe her teaching methods to gather insights on students' speaking practices and preferences.
Findings: Students preferred dialogues and role-plays for speaking activities, expressing a desire to interact more with peers. They felt nervous about speaking in front of the class, indicating a need for more frequent and varied speaking opportunities.
Implications: The research emphasizes the importance of providing diverse speaking activities, such as dialogues and role-plays, to encourage student interaction and reduce speaking anxiety. Increasing the frequency of speaking tasks and diversifying groupings can also enhance student engagement and confidence in speaking English.
Description
Keywords (free text)
english as a foreign language , speaking , confidence