Rationale
English is a global language, and students worldwide are required to study it The main task of English language teaching is to train students to be communicatively competent While teaching speaking has been undervalued for years, it is now considered key to success due to globalization The goal of teaching speaking should be to improve students' communicative skills, enabling them to express themselves and follow social and cultural rules Classroom activities that develop learners’ ability to express themselves through speech are an important component of a language course.
English language education, particularly speaking skills, faces challenges in meeting learning objectives due to various factors Research indicates that students often experience hesitation and anxiety when speaking English in class Effectively teaching and learning speaking skills remains a significant challenge for both teachers and students in many Vietnamese high schools, despite efforts to improve communicative competence.
At Hoang Hoa IV High School, students find speaking both important and challenging Teachers need to help learners overcome these challenges and provide speaking practice opportunities.
Motivated by the challenges in teaching English speaking skills to tenth-grade students at Hoang Hoa IV High School, this research aims to explore these difficulties and propose effective solutions.
Aims and significance of the study
This study identifies the challenges in teaching and learning English speaking skills for 12th-grade students at Hoang Hoa IV High School and proposes solutions to enhance their speaking abilities.
The study is also carried out with the hope to be of some help to improve the effectiveness of English learning and teaching at Hoang Hoa IV High School.
Scope of the study
The study only focuses on the difficulties that 12 th grade students and English teachers at Hoang Hoa IV High School have encountered in speaking skills.
Research questions
(1) What are the difficulties encountered by the English teachers and the
12 th grade students in teaching and learning English speaking skills at Hoang Hoa IV High School?
(2) What are the causes and suggested solutions of those difficulties and how to solve them?
Research methods
In order to meet the aims of the study, quantitative method was used Two survey questionnaires were used to collect data for the study
- The first survey questionnaire was carried out on 105 12 th -grade students from 3 classes at Hoang Hoa IV High School
- The second one is carried out on 9 English teachers of Hoang Hoa IV High School
This study's comments, remarks, recommendations, assumptions, and conclusions are based on statistical analysis of survey questionnaires completed by 12th-grade students and English teachers at Hoang Hoa IV High School.
Design of study
This study consists of 3 parts:
Part A: Introduction presents the rationale, the aims, scope, the method and design of the study The research questions are also mentioned in this part
Part B: The study consists of 3 chapters:
Chapter 1: Literature Review reviews the theory about CLT and speaking skills
Chapter 2: The study – The study setting is presented in this chapter
Data collection and analysis are also presented in this chapter
Chapter 3: Findings focuses on the difficulties facing the English teachers at Hoang Hoa IV High School and their students in teaching English speaking skills
In conclusion, this study identifies key issues in teaching speaking skills and suggests effective techniques for English teachers Furthermore, it acknowledges the study's limitations and proposes avenues for future research in the field.
LITERATURE REVIEW
Communicative approach to language teaching
Communication, a ubiquitous human activity, is often taken for granted despite its critical importance in our daily lives While easily recognized, a universally satisfactory definition of communication remains elusive Its seamless integration into our routines leads to infrequent contemplation of its intricacies and significance.
Thompson (2003) defines communication as social interaction through messages, emphasizing the inherently social and interactive nature of the communication process This definition underscores the importance of both the social context and the interactive exchange in understanding communication.
1.1.2.1 Nature of communicative language teaching
Communicative Language Teaching (CLT) integrates grammatical and functional teaching, systematically addressing both structural and functional aspects of language, as highlighted by Littlewood (1981).
Communicative Language Teaching (CLT) prioritizes engaging learners in authentic communication, integrating practical activities into a comprehensive English language program to enhance communicative competence.
1.1.2.2 The techniques of communicative language teaching
The techniques of communicative language teaching are described by features
Communicative Language Teaching (CLT), as characterized by Nunan (1991a), prioritizes interaction in the target language to facilitate communication It incorporates authentic texts into learning and offers learners chances to focus on both the language and their learning process Furthermore, CLT enhances personal experiences as vital for classroom learning and connects classroom language learning with real-world language use.
Johnson (1989) outlines five core characteristics of communicative methodology, emphasizing appropriateness in diverse situations and roles A key focus is on message creation and comprehension, facilitating real meaning through information sharing Activities aim to engage learners in cognitive processes crucial for second language acquisition Risk-taking is encouraged, promoting guessing and learning from errors through varied communication strategies CLT favors holistic practice, integrating multiple sub-skills simultaneously rather than isolated skill practice.
Communicative Language Teaching (CLT) principles, applicable across all skill levels, involve diverse classroom activities, making a singular lesson description challenging, as noted by Richards and Rodgers (1986) Savignon (1984) explores various CLT techniques like group activities and role-plays; however, these aren't exclusive to CLT.
Communicative Language Teaching (CLT) is more accurately defined as an approach rather than a rigid method, encompassing a broad spectrum of principles These principles mirror a communicative perspective on both language and language acquisition CLT supports an array of classroom activities, making it a versatile framework for language education.
Overview of speaking activities
Speaking, as a productive oral skill, encompasses both accuracy—the correct use of language elements—and fluency, the ability to speak spontaneously While some educators prioritize fluency through conversational practice, the balance between fluency and accuracy varies depending on the language learning stage.
Bygate (1987) emphasized the importance of grammar and vocabulary acquisition for effective speaking in a foreign language A foundational aspect of language courses typically focuses on building this essential knowledge base.
1.2.2 Theories of teaching speaking skills
Brown and Yule (1983a; 1983b) identified two key functions of language: the transactional function, focused on transferring information, and the interactional function, centered on establishing social relationships Interactional language involves short turns and topic shifts, prioritizing social connection over informational accuracy Conversely, transactional language features longer turns and a clear topic, with interlocutors actively negotiating meaning to ensure effective information transfer In essence, interactional language is "listener oriented," while transactional language is "message oriented."
1.2.2.2 The role of speaking skills in communication approach
Oral English proficiency significantly enhances reading and writing skills, as proficiency in speaking directly informs and supports literacy development According to Rivers (1968), reading and writing inherently draw upon our oral language knowledge, establishing a crucial link between speaking and reading abilities Students who actively use oral English skills while reading tend to exhibit improved comprehension and retention Conversely, a student with weak oral English skills may face challenges in reading comprehension, highlighting the interconnectedness of these language domains.
1.2.3 Characteristics of a successful speaking activity
According to Ur (1996), successful speaking activities are characterized by several key factors: maximizing learner talk, ensuring even participation among students, fostering high motivation through engaging topics and tasks, and maintaining an acceptable level of language accuracy and comprehensibility.
Bygate (1987) highlighted that speaking is often undervalued due to the common perception that it is a skill everyone possesses However, speaking deserves as much attention as literacy skills because learners need confidence in speaking for basic interactions, and it serves as a crucial medium for language acquisition.
In conclusion, effective speaking skills are crucial for communication Educators can significantly enhance students' speaking abilities and overall oral competence by analyzing the techniques employed by proficient speakers, incorporating relevant speaking exercises in the classroom, and addressing the unique requirements of each learner.
1.2.4 Principles in teaching speaking in CLT
Language educators and teachers have made great efforts to find out the main principles of teaching speaking
Larsen-Freeman emphasized the importance of creating a relaxed and comfortable classroom environment to facilitate effective language learning, suggesting that a non-traditional setting can enhance the fun and, therefore, the effectiveness of language acquisition.
According to Ur (1996), effective teaching considers the student holistically, easing them into complexity to minimize anxiety Balancing fluency with accuracy is crucial, alongside offering strong, imitable models and relevant stimuli to encourage speech production.
6) vary classroom interaction modes; 7) give clear instructions; 8) monitor student activity continuously; 9) prepare well for the class; 10) handle errors sensitively and effectively
Ur (1996) identifies key problems in speaking activities, including inhibition due to real-time exposure and fear of mistakes Learners often struggle with a lack of motivation or ideas, leading to minimal engagement Uneven participation arises as only one person can speak at a time, reducing individual talking time The tendency to revert to the mother tongue further hinders foreign language practice due to ease and comfort.
1.2.6 Factors affecting English speaking skills
Positive affective factors, such as a student's attitude, teacher motivation, and first language proficiency, significantly boost foreign language achievement Conversely, negative factors like poor attitude, lack of motivation, negative teacher influence, and over-reliance on translation hinder language learning The social and cultural contexts, along with diverse learning styles, further influence language learners, highlighting the importance for teachers to consider these affective factors in second language acquisition.
Negative attitudes and beliefs can significantly hinder language learning strategies Aptitude, a special ability in second language learning, is a major determinant of success A good aptitude encompasses understanding word functions, grammatical rules, and memorizing key vocabulary.
Successful foreign language learners may not excel in every aspect of aptitude but can still succeed While teachers can measure language aptitude through specific tests, they cannot influence it Aptitude exists in everyone, though it manifests differently.
For foreign language teachers, employing effective motivational strategies is crucial for student success, as motivation is a key factor in language learning (Van Lier, 1996).
Motivation is crucial for determining a learner's readiness to communicate Motivation in second language acquisition refers to the effort and desire an individual invests in learning a language, driven by their intrinsic desire and the satisfaction derived from the learning process.
THE STUDY
Context of the study
2.1.1 An overview of the research site
Hoang Hoa IV High School, established in 1986 in Thanh Hoa province, has 1486 students across 36 classes English is a compulsory subject, using the “Tiếng Anh” series (Nhà Xuất Bản Giáo Dục Việt Nam, 2016) for grades 10-12 Each unit in the textbook is structured into 10 periods, focusing on basic English knowledge and the four key skills: speaking, listening, reading, and writing, making it suitable for Communicative Language Teaching.
2.1.2 Description of the students at Hoang Hoa IV High School
Students from farming families aged fifteen to eighteen have studied English for four years, with some starting in primary school, and are now more aware, intelligent, active, and motivated compared to past students However, their speaking skills are weak, and few are interested in pursuing English in university, indicating a lack of attention to English, particularly speaking, as they become more reluctant to use the language.
Students often revert to Vietnamese when struggling with English vocabulary or expressing complex questions, indicating a reluctance to fully engage with the English language This reliance hinders their English language development and fluency.
2.1.3 Description of the teachers at Hoang Hoa IV High School
Energetic English teachers, aged 32-38 and holding B.A degrees, dedicate themselves to teaching despite facing inexperience and training challenges.
The "physical setting" in English language education encompasses the learning environment, class size, and available resources.
English teaching at Hoang Hoa IV High School primarily occurs in traditional classrooms equipped with basic tools like blackboards and desks The English department relies on cassette recorders as their main teaching aid Class sizes are large, ranging from 40 to 45 students, which presents significant challenges for effective teaching and learning.
Teachers and students lack adequate self-study resources, as the school library's English books are insufficient While teachers can independently source materials, students face significant challenges in finding suitable references.
In language teaching, computer network technology presents a significant advantage for teachers; however, at Hoang Hoa IV High School, limited access to computer facilities restricts technology application to approximately 50% of teachers, primarily younger ones Furthermore, the effectiveness of technology in language teaching is hindered by teacher inexperience, resulting in learners' unsatisfactory outcomes.
Methodology
The study included 105 randomly selected 12th-grade students (61 female, 44 male, ages 17-18) from Hoang Hoa IV High School, all from rural areas with at least 4 years of English study Nine English teachers, aged 32-38 with B.A degrees and 9-15 years of teaching experience, also participated.
To gather data for the study, two questionnaires were utilized: one for teachers and another for students The student questionnaire, comprising twelve questions in both English and Vietnamese, aimed to prevent misunderstandings The teacher questionnaire included thirteen questions, incorporating both multiple-choice and open-ended formats to elicit detailed responses These questionnaires primarily served to explore teachers' and students' challenges, experiences, and attitudes concerning English speaking skills.
Data analysis is the process by which the researcher interprets the data collected from the survey questionnaires They were analyzed quantitatively and presented in tables and charts.
Presentation of statistical results
To ensure a diverse range of English abilities and attitudes, 105 questionnaires were distributed among 12th-grade students from three classes taught by different teachers, with participants selected freely and encompassing both sexes.
2.3.1 Results and discussions from the questionnaires for the students
The data collected by means of questionnaire for the students at Hoang Hoa IV High School are analyzed and discussed on the following categories:
A significant majority (60%) of students begin their English studies in secondary school, while a smaller percentage (13%) commence their English learning journey in the 3rd form This indicates a variation in the timing of when students start learning English.
Multi-level English classes, resulting from varying starting points in language acquisition (8% beginning in fourth form, the remainder in fifth), pose a challenge for teachers in finding suitable teaching techniques, impacting student study results.
Table 1: Students’ level of language learning
Number Sex English study result of the previous term
Male Female Excellent Good Fair Bad Very bad
Based on the data, a significant portion of students exhibit low linguistic competence, with only 16.2% demonstrating good skills and a substantial 24.8% classified as having bad or very bad skills, potentially due to various negative factors explored further in this study.
● Students’ motivation for learning English
Table 2: Students’ motivation for learning English
Motivation for learning English Number Percentage
Widen the society, culture and language knowledge
To get a good job in the future 50 47,6
To communicate with the foreigners 16 15.2
English is the most important mean of communication
Motivation is crucial for success in foreign language learning, particularly in improving speaking skills through active participation in classroom activities However, a survey reveals that a significant portion (67.6%) of students at Hoang Hoa IV High School study English because it is compulsory, while only 11.4% find it interesting This indicates that generally, students at Hoang Hoa IV High School have low motivation to learn English, especially speaking skills, despite some recognizing its future job relevance or using it for entertainment and cultural enrichment.
● Students’ attitudes towards learning English speaking skills
Question 2 is about the students‟ attitudes towards English speaking skills
Figure 1: Students’ attitudes towards English speaking skills
For English language learners, listening poses the greatest challenge, with 51% identifying it as the most difficult skill to master, while writing follows at 19% Speaking and reading are perceived as equally challenging, each cited by only 13% of participants Despite speaking not being considered the most difficult, its practice often falls short of desired outcomes.
● Students’ opinions on the speaking topics in the textbooks
A majority (57.4%) of students find the textbook topics suitable and interesting, indicating varied perceptions of the material's relevance.
A significant 37.1% of students find the speaking topics challenging, while 14.1% consider them uninteresting, suggesting that the textbook's speaking topics are generally suitable and engaging, posing minimal difficulty for students during speaking practice.
Figure 2: Students’ opinions on the speaking topics in the textbooks
● Frequency of students’ speaking participation
Figure 3: Frequency of students’ speaking participation
Only a tiny fraction (0.8%) consistently participated, and the majority did so only sometimes, indicating a general reluctance among students to actively engage in speaking activities.
● Opportunities to use English outside classroom
Students at Hoang Hoa IV High School in Thanh Hoa province have limited opportunities to practice English outside the classroom, with only 2.1% having such opportunities A significant portion, 52.3%, have never practiced speaking English outside of class, and 45.6% only sometimes do, indicating a lack of real-life English usage that likely contributes to their low linguistic competence.
Figure 4: Opportunities to use English outside classroom
● Students’ self-improvement of speaking skills
Table 3: Students’ self- improvement of speaking skills
Always Usually Sometimes Never Try to participate in EL speaking activities whenever you can
Take part in English speaking club at your school
CD tapes or from the
Participate in group practicing inside and outside the classroom
Students rarely engage in self-improvement activities to enhance their speaking skills in real life, with a significant percentage only sometimes participating in English-speaking activities (40.6%) and a large majority never joining the school's English-speaking club (76.7%) Many students neglect to use resources like tapes or the internet for practice (42.5%), and a considerable portion avoids participating in group work, both inside and outside the classroom (22.6%) The lack of opportunities to converse with foreigners (91.7%) further exacerbates the issue, impacting their speaking skills development.
● Students’ attitude towards the teachers’ techniques of teaching speaking skills
Table 4a: The frequency of using techniques
Techniques Always Usually Sometimes Never
Table 4b: Students’ opinions towards teachers’ teaching speaking techniques
Student surveys indicate that while English teachers at Hoang Hoa IV High School employ varied teaching techniques, some do not align with student interests, particularly in leveraging information technology, which is highly favored by 89.5% of students Games also serve as a strong motivator, fostering natural conversation and speaking opportunities, alongside the use of real objects and pictures Group and pair work are considered effective for enhancing speaking and interaction skills, while activities requiring individual presentations are less favored due to students' fear of making mistakes.
● Students’ difficulties in speaking lessons
Students encounter various challenges in speaking, including difficulty in generating ideas (63.8%) and a lack of vocabulary and grammatical structures, which affects the majority Many students (54.3%) understand task requirements, but a significant portion hesitates to speak due to fear of losing face, with only 22.9% feeling confident Limited opportunities for speaking and receiving feedback, along with pronunciation issues, further compound these difficulties, as only 15.4% report no pronunciation problems.
Table 5: Students’ difficulties in speaking lessons
Difficulties Always Usually Sometimes Never
Lack of vocabularies and structures
Have no opportunities to speak
●Factors affecting Hoang Hoa IV students’ participating in English classroom activities
Students face numerous challenges in language lessons, particularly in speaking skills, as observed at Hoang Hoa IV High School A primary obstacle is low communicative competence, affecting 72.3% of students, followed by shyness at 55.2% The availability of facilities and authentic materials also significantly impacts students' speaking abilities, contributing to these difficulties.
Table 6: Factors affecting Hoang Hoa IV students’ participating in English classroom activities
The aims of study English is not for communicative 25 23,8
● Students’ expectation from the teachers
Table 7: Students’ expectation from the teachers
Question 9 Interrupt you to correct 39 37,1%
Get angry and interrupt you to correct 23 21,9% Wait until you finish, point out the mistakes and correct
Wait until you finish, point out the mistakes and ask your classmates to correct
Question 12 Not angry with you and not interrupt you 58 55,2%
Give marks or add marks if you participate in the speaking activities regularly
Praise you to the class 53 50,5%
Increase the use of visual aids 55 52,4%
Increase the use of language games 70 66,7% Increase the use of information technology
Question 9 and question 12 from the questionnaire aim at finding out the students‟ expectations from the teachers The results from Table 7 indicate that the majority of the students (71,4 %) wish their teachers varied their teaching techniques more often The next one is that the teachers should increase the use of language games (66,7 %) as we know game is a strong motivating factor in language learning As a compulsory subject, so we won‟t be surprised at the third rank of the statistics, 64,7 % of the informants say that they like giving marks when they take part in the speaking activities frequently More than half of the participants expected that they are not interrupted when they make the mistakes and the same number of the participants (55,2%) like being praised to the class 52,4 % of the students expect the teachers should use more visual aids and information technology In the bottom of the statistics, 37,1 % of the students wish to take part in extra activities such as English speaking club, quizzes, etc…
2.3.2 Results and discussions from the questionnaires for the teachers
9 copies of the questionnaire distributed to 9 English teachers at Hoang Hoa IV High School were responded and the data are analyzed in this part of the study
● The teachers’ age and their teaching experience
Table 8: The teachers’ age and their teaching experience
The teachers’ age Number Number of working years
FINDINGS
Difficulties from the students
Motivation is crucial for second language learning success, particularly in speaking skills However, many Hoang Hoa IV students lack positive attitudes and motivation towards English, with a majority viewing it as a compulsory subject rather than finding it interesting Consequently, their focus remains on written examinations, neglecting spoken language development.
3.1.2 Anxiety or lack of confidence
Students often struggle to comprehend teachers in class, hindering their ability to answer questions Fear of appearing inadequate in English prevents them from seeking clarification, leading to silence and avoidance of interaction to conceal their lack of understanding.
In an oral English class, a person‟s speaking proficiency can be easily evaluated by others Again “face” keeping allows them to withdraw from speaking in the classroom
In English classrooms, mistakes are unavoidable, yet students often fear negative evaluations, especially from new peers This fear leads to reticence, as students believe they can perfect their English outside the classroom The anxiety of making mistakes and facing ridicule prevents many students from actively speaking in class, hindering their learning process.
Students avoid speaking in English classrooms due to the high risk of making mistakes and appearing foolish, which threatens their self-esteem They fear losing face and negative evaluation by peers, leading them to minimize oral communication to protect their image.
Students learning a foreign language often feel evaluated, leading to anxiety and reduced speaking practice Those lacking confidence in their English skills may avoid speaking, limiting their opportunities to improve This avoidance hinders their progress in developing fluency and confidence in the target language.
Having a strong vocabulary and command of grammatical structures are crucial for effective communication and overall success Expanding your vocabulary enables more descriptive and nuanced expression, while a solid grasp of structures ensures clarity and coherence in your communication However, students often struggle with insufficient vocabulary and structural knowledge, hindering their ability to articulate ideas effectively, especially in speaking.
3.1.4 Lack of opportunities to use English in real life
As mentioned in the study context and the data collected from the survey, there are no good opportunities for practicing English outside the classroom
Students rarely have chance to meet foreigners There are not any extra activities for them to join such as English speaking clubs, quizzes etc Since Hoang Hoa
IV High School students rarely use English in everyday communication; consequently, the ability of using English in real life doesn‟t improve
3.1.5 Low linguistic competence and low communicative competence
Students' low English proficiency is a major barrier to their participation in English speaking activities, despite recognizing the importance of speaking skills, many students lack vocabulary and structural knowledge, leading to a loss of interest in speaking during lessons.
Teachers report that students frequently revert to their native language during speaking practice, which students confirm This habit creates distractions, wastes valuable practice time, and impedes the development of English speaking skills due to limited vocabulary and structural knowledge.
Communicative teaching syllabi were expected to enhance students' oral communication skills; however, learners still exhibit pronunciation errors that lead to communication breakdowns These pronunciation issues arise in second language acquisition because individuals are accustomed to the sounds of their native language, as noted by Hoang Hoa.
IV High School students complained that they usually have problems with pronunciation This is a great influence on the participation in the speaking activities.
Other difficulties
Data from the returned questionnaires showed that there are teachers over
Teachers with experience but limited modern training may struggle with communicative language teaching (CLT) methods, impacting their teaching effectiveness due to insufficient understanding and practical application despite self-study efforts.
Many teachers at Hoang Hoa IV High School use Communicative Language Teaching (CLT), but some incorrectly think it's only for teaching speaking skills focused solely on communication.
Large class sizes, typically around 45 students, exacerbate anxiety in nervous students, who fear losing face in front of their peers and avoid speaking opportunities This environment limits each student's chances to present ideas and receive valuable teacher feedback Furthermore, managing noise levels during group activities becomes challenging, hindering effective learning.
Teachers often find that a 45-minute lesson is insufficient for in-depth discussions, especially when textbook topics require extensive preparation or are particularly engaging In lower-level classes, significant time is also spent clarifying instructions, further reducing discussion time.
Hoang Hoa IV High School, nestled in a mountainous district, faces challenges in providing students with access to information technology and reference materials, impacting their ability to stay current with advancements.
Hoang Hoa IV High School teachers concur that insufficient equipment hinders foreign language instruction, particularly speaking skills While 55.5% of teachers recognize student interest in technology, limited resources, with only one adequately equipped room for all subjects, restrict its integration into teaching practices This scarcity curtails opportunities to effectively utilize technology in their lessons.
Summary of the study
Teaching speaking is crucial in foreign language learning, as effective communication skills significantly impact a learner's academic and life success Language teachers should prioritize creating engaging environments that foster meaningful communication over rote memorization Various interactive speaking activities can help students develop essential interactive skills, making learning more active, meaningful, and enjoyable.
This study investigates the difficulties encountered by students and teachers at Hoang Hoa IV High School, aiming to identify their causes and propose solutions The research is structured in three parts, beginning with an introduction outlining the study's rationale, aims, scope, method, and design The second part delves into the communicative approach to language teaching and speaking skills, presents the study's context, and analyzes collected data to highlight major difficulties and their underlying causes Finally, the study concludes with a summary that suggests solutions to address the identified problems.
Linguistics experts and English teachers concur that the primary goal of teaching speaking skills is to achieve communicative efficiency Instructors can foster this efficiency through a balanced approach, integrating language input, structured output, and communicative output activities.
Suggestions
This study aims to offer practical recommendations for mitigating specific challenges encountered by students and teachers at Hoang Hoa IV High School in developing English speaking skills, ultimately contributing to enhanced teaching and learning outcomes.
2.1 Motivate students to participate in the speaking skills lessons
Effective language learning hinges on considering students' interests, motivation, and attitudes, with interest being a key factor influenced by the teacher's approach, which can either captivate students or lead to disengagement.
The teacher's role is to create learning environments, not just teach Students must actively participate and take responsibility for their learning Activities should match students' levels and interests to encourage participation Engaging students is crucial for successful language learning, and teachers should use various motivational techniques.
Creating a comfortable and accepting classroom environment is crucial for student success, as it ensures every student feels valued and believes their participation will lead to positive outcomes Activities should focus on students' strengths, fostering motivation and open communication between teachers and students, as well as among students themselves, nurturing individual and personal interests.
Boredom or inappropriate activity levels can cause student silence, leading to disruptive behavior Teachers should evaluate if speaking activities genuinely engage students and foster communication A balanced mix of input and output activities is more motivating and effective for language learning at all proficiency levels.
Varying teaching techniques, especially incorporating pair and group work, significantly enhances classroom effectiveness in English speaking skills classes, fostering a supportive environment where students learn collaboratively and find value in their contributions to the group's success.
Games in education serve as valuable tools to break classroom monotony and foster student engagement through competition Integrating game-playing offers unique benefits in language learning, allowing teachers to transform textbook exercises into engaging activities that create a warmer classroom environment.
Visual aids enhance presentations beyond traditional lectures, making information memorable through colors, examples, and movement They cater to visual, audio, and tactile learners by incorporating images, charts, and hands-on activities, ultimately encouraging audience participation and supporting diverse learning styles.
Participating in debates allows students to understand multiple perspectives on issues Interviewing others and engaging in dramatic presentations further enhance their communication skills Sharing personal experiences, when coupled with effective storytelling techniques, can be particularly beneficial for students.
2.1.3 Provide more interesting topics to motivate students’ participation
Speaking topics related to personal experiences can significantly enhance class engagement While most students and teachers find textbook topics interesting and suitable, some perceive certain topics as irrelevant or boring Adapting textbook content to align with students' lives and interests can improve relevance Thought-provoking questions from teachers can further stimulate new knowledge and thoughtful responses.
2.1.4 Encourage students to participate in the speaking activities
To encourage consistent English speaking in the classroom, teachers can implement a weekly reward for the student who uses English most frequently or a light-hearted consequence for the student who defaults to their native language, using a tracking system to monitor language usage.
To encourage English language use, implement a "penalty" jar where students deposit a ticket for each instance of non-English communication, and at week's end, the student with the fewest tickets wins.
To motivate students to speak more, allocate a percentage of their final grade to speaking skills, ensuring continuous assessment throughout the term For lower-level students struggling to ask questions in English, dedicate ten minutes of class time for discussion in their native language to minimize disruptions.
Teachers should employ suitable mistake correction methods, avoiding anger and interruptions, to foster student motivation Positive feedback and self/peer correction encourage participation and confidence by normalizing errors in language learning.
Educators should be aware that the 21st century is a century of technology Thus, advantages belong to those who can make use of technology
To enhance English speaking skills instruction, focusing on classroom facilities is crucial Teachers must stay updated with technological advancements and integrate new applications into their teaching methods.
2.2 Help students to be confident