Ogudugu, Helen2024-09-242024-09-242023https://hdl.handle.net/20.500.14069/728Context: The research occurred at Nosakhare College of Education in Benin City, Edo State, Nigeria, focusing on first-year Nigeria Certificate in Education (NCE I) students aged 17 years and above, studying English. It addresses the reluctance of students to participate in speaking activities, motivated by the multilingual environment where English serves as a primary means of communication. Aims: To identify the reasons behind students' hesitance in speaking English in class and to develop strategies to improve their speaking skills and confidence. Methods: Utilizing questionnaires, focus group interviews, and a reflective journal, the study sought to explore students' perceptions of speaking English in class, the effectiveness of current teaching strategies, and the challenges faced by students in speaking English. Findings: Students appreciated speaking English in class and recognized its importance for fluency enhancement. However, they felt scared or shy about speaking in front of peers, struggling with pronunciation, grammar, and vocabulary. Introducing think-pair-share strategies, pre-speaking activities, and pronunciation practice led to increased comfort, improved pronunciation, and higher engagement in speaking activities. Implications: The study suggests that implementing cooperative learning strategies, pre-teaching vocabulary, and fostering a supportive learning environment can improve students' speaking skills and confidence. Interactive activities can promote collaboration and reduce anxiety among students, enhancing their oral communication skills.enenglish as a foreign languagefocus groupreflective journalparticipationexploratory action researchResearch Report