Instituto Superior de Formación Docente y Técnica N°24

Profesorado de Inglés

Enhancing Student's Oral English

Proficiency

Nanizzi Enriquez Florencia Magali, Ruth Pereyra, Aguero Marisa

Fundamentos de inglés y su enseñanza

Prof. Sandra Luna
2023

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Index
Abstract.................................................................................................

Introduction.............................................................................................

Research questions…………………………………………………..

Chapter 1 : Theoretical review and analysis........................................

Chapter 2 : School and students’s background ............................................................

Chapter 3 : Data collection and research plan ....................................................................

Chapter 4: Results, findings and conclusion.................................................................

Appendix..............................................................................................

Bibliography..........................................................................................

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Abstract

This action research project aims to investigate and implement effective strategies to help
students improve their oral English skills in the English class. Getting students to speak can
be a difficult task and we know that the significance of strong oral communication skills in
the English language cannot be overstated in today's globalized world. However, many
students face challenges in expressing themselves fluently and confidently in English.
Adolescents were interviewed to understand how to help them to improve their speaking
skill.

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Introduction

As English teachers, we frequently encounter situations involving language-related

challenges and difficulties in language acquisition among our students. These experiences
have consistently fueled our profound interest in the field of language acquisition. Our dual
roles as language learners and educators have motivated us to investigate effective
approaches for improving oral English skills.
This study will employ a mixed-methods approach, integrating qualitative and quantitative
data collection methods to provide a comprehensive understanding of the current state of
students' oral English skills. Initial assessments will identify students' strengths and
weaknesses, enabling the design of tailored interventions. The research will be conducted in a
technical secondary school classroom.
The intervention strategies will encompass a variety of classroom activities and techniques,
including role-playing and group discussions.The research will explore the impact of these
interventions on students, to design courses using different methods that students find more
engaging to improve the oral skill.
By employing action research methodologies, according to Kurt Lewin's model, decide on a
particular focus,planning and implementing an activity, then observe the outcomes, and
reflect on what has happened. This study seeks to contribute to the ongoing dialogue on
effective teaching practices for enhancing oral English skills. The results of this research will
inform educators on how to better support students in their journey toward becoming
confident and proficient speakers of the English language. Ultimately, the project aspires to
empower students with the language skills necessary for success in both academic and
real-world contexts, fostering a more inclusive and globally connected educational
environment.

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Research questions

● What is the current level of competence in oral expression in English among high
school students?
● What factors may be contributing to the lack of oral expression in English? (For
example, lack of practice, fear of making mistakes, lack of resources, etc.)
● What is students' perception of the importance of oral expression in English and their
motivation to improve it?
● Are rates for oral expression?

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Chapter 1

Theoretical review
Language is a tool which is used to communicate with others. One of the ways is speaking.
Speaking here means an individual's ability in expressing the idea. According to Oxford
Advanced Learner’s Dictionary, speaking is making use of words, knowing and being able to
use language : expressing oneself in word, making speech, while is the ability to do
something well. Therefore the writer can infer that speaking proficiency is the ability to
perform linguistic knowledge in actual communication. The ability to express our ideas,
feelings, thoughts and needs orally.
As speaking is to communicate, it generally becomes the main goal of learning a language.
People learning the language certainly want to speak it. It means when someone wants to
master a certain language being learned, the first language skill he/she wants to acquire is
speaking, because it will make them able to practice it with other people.
Teaching speaking is hard work, especially in teenagers’ class. The personalities of students
play a large role in determining how quickly and correctly they will accomplish the goal.
Teenagers often do not feel comfortable using English in the classroom, because they feel
self-conscious doing so. Teenagers are very sensitive. OnestopEnglish said that they feel silly
speaking a language in which they know they are making mistakes, speaking English is
difficult, it is not fun. Nevertheless, learning language should be enjoyable. Every
opportunity for speaking in the classroom should be taken, it is by trying to communicate that
students realize their need for language and by speaking they increase their fluency and
opportunity
Understanding why high school students do not frequently engage in oral English
communication during their English classes involves a multifaceted examination of several
theoretical perspectives.
One plausible explanation is rooted in psychological factors. Students may experience
anxiety when speaking in a foreign language, especially in front of their peers. This anxiety,
known as language apprehension, can hinder their willingness to participate orally in class
(Horwitz, 2001).

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The fear of being evaluated or judged negatively by their teacher or peers can also deter
students from speaking in English during class. Self-esteem and the fear of making mistakes
can be powerful inhibitors (MacIntyre & Gardner, 1991).
Krashen's Input Hypothesis (Krashen, 1985) suggests that language acquisition is most
effective when learners are exposed to language input slightly above their current proficiency
level. If English classes do not provide enough opportunities for comprehensible input or lack
real-world context, students may struggle to engage orally.
The teaching methodology and curriculum used in English classes play a crucial role. If the
focus is primarily on grammar and written exercises rather than meaningful oral
communication, students may not see the value in speaking English during class (Savignon,
1997).
According to Self-Determination Theory (Deci & Ryan, 1985), individuals are more likely to
engage in activities when they have a sense of autonomy, competence, and relatedness. If
students do not perceive their oral English practice as fulfilling these needs, they may resist
participating.
When learners are given the opportunity to engage in interaction, they are compelled to
negotiate for meaning, that`s to express and clarify their intentions, thoughts, opinions, in a
way that permits them to arrive at mutual understanding (Lightbown-Spada, How languages
are learned, 2006)
It's important for students to give time to work out their answers before speaking. The more
you talk, the less opportunity there is for the learners. They need time to think, to prepare
what they are going to say and how they are going to say it. Allow them the time and the
quiet they need. (Scrivener, 2005)
Teachers’ strategies in speaking skill are very important to overcome students’ difficulties in
speaking. The aim of teaching is to provide students with the ability in expressing the target
language to cope with basic interactive skills (Yule, 2000).

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Hypothesis

To address the issue of low oral participation among secondary school students in English
classes, it is essential to consider these theoretical perspectives and implement strategies that
alleviate anxiety, promote a positive learning environment, and create meaningful
opportunities for oral communication.

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Chapter 2

Background

Our Action research is conducted in the school N6 Combate San Lorenzo that is located in
Av.Calchaquí 1894, in the city of Quilmes. The E.E.T. Nº 6 of Quilmes is one of the first
national technical training schools in the district of Quilmes.
In 1984, the diurnal cycle began with a duration of 6 years (3 years of basic cycle 4 years of
superior cycle with two orientations: Master of Works and Technician in Equipment and
Electromechanical Installations. He currently has a double shift. The total student body is
approximately 1,100.

The group-course

The group is a 4°2° year. It has 22 students, four of them are girls and 18 boys. They don’t
have a high level of absenteeism at the time when they were observed, because they already
have too much absenteeism. They are a participative group but with the characteristic that
they don’t use english, they have a good relationship between them and with the teacher.
In the classes observed we took into account that the majority of the classes were focused in
grammar and writing, there were no listening activities or speech acts between them.

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Chapter 3

Data Collection and Analysis

We've made the decision to utilize a blend of qualitative and quantitative research methods.
Regarding qualitative research, We employed it to analyze personal data and delve into the
emotions, thoughts, and feelings of students. We administered a questionnaire aimed at
understanding their sentiments regarding English learning, identifying the challenges they
face in the process, and soliciting their opinions on effective English learning methods. An
advantage of employing this approach is that it allows students to respond candidly without
fear of judgment. .(appendix 1)
Also, the benefits of using an interview as a research method is that it will allow us to explore
the topic in depth. We will be able to gather learner thoughts and opinions as expressed by
them.

While we were collecting data in the classroom, two residents were present, with one
delivering the lessons and the other observing, paying particular attention to moments when
students were expected to engage in spoken interactions. As the classes progressed, we
diligently recorded various aspects, including student behavior, their emotional responses,
and transcriptions of their spoken English.

Research plan
We selected some strategies to put on practice encouraging students to speak in english
Guided Debates and Discussions: Arrange debates on topics relevant to the students,
providing them with guidelines and structures to articulate their viewpoints. Encourage
respect and active listening among the participants.
At this juncture, we presented a topic to the students, focusing on recycling. Their task was to
articulate the advantages and identify practical, swift, and clean recycling strategies. It
created a debate between them because everyone had different opinions.

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Student-Led Discussion Groups: Enable students to lead discussion groups on topics of
their choice. This provides them with an active role in the planning and facilitation of the
conversation.
In this case, they chose the topic of recycling for discussion. One of them mentioned items
that he recycled unknowingly, as well as some that were not being recycled. The other
students then informed him about those items and provided reasons for why they are or aren't
recycled.
Thematic Conversations: Offer specific conversation topics such as travel, culture,
technology, or sports. This provides students with a focus and helps them overcome the fear
of running out of words.
Autonomous activity:
Since one of the main objectives of the foreign language class is to create autonomous
learners who achieve a certain degree of fluency and automaticity in speaking competence,
activities requiring the learner to produce authentic language should be carried out.
According to Thornbury (2005), the speaking activities that enable the learners to produce
autonomous language should include the conditions of productivity, purposefulness,
interactivity, challenge, safety and authenticity.
Games:
Games can be an effective and engaging way to improve oral skills in a secondary school
class. These skills include speaking and listening, which are essential for effective
communication. They encourage Active Participation, it’s fun and engaging. Games can
provide a contextual and real-life basis for language use. This helps students understand how
to apply the language they are learning in practical situations.
Many language games involve the use of vocabulary and expressions in different contexts,
which helps students expand their vocabulary and improve their ability to express
themselves.
Games also involve speaking or reading aloud and can help students practice pronunciation
and intonation. This is important for clear and effective oral communication.
Many language games involve collaboration and teamwork, which can enhance students'
ability to work together, discuss ideas, and express their opinions.
It's important to choose games that are appropriate for the age and language proficiency of
the students. Integrating such games into the curriculum can make language learning more
enjoyable and effective, ultimately improving oral skills in a secondary school class.

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Chapter 4

Questionnaire results

How students were reacting to the intervention is important to us because our approach is
focused on the conviction that providing a simple, easy-to -follow programme for improving
conversational skills would result in success as long as students accept it and make an effort.
According to the survey that the students answered, we can observe that most students feel
insecure when speaking in English. Another problem is that students do not understand when
the teacher speaks in the class, and most of them do not use English outside the school.
The survey highlights that students are interested in English classes, if they choose the topics,
if they listen to music, or watch movies.
With respect to the ideas to improve their English, students mention to speak more in English,
to know more vocabulary, to have debates/talks.
Focus on this survey we can identify that they need to be motivated to participate in the
English classes, they are interested in learning English if the teacher give the tools to
improve their performance in speaking,

Findings
The research findings have brought to light a substantial enhancement in students' speaking
proficiency, manifesting itself in various facets of their linguistic competence. This progress
is notably evident in their capacity to:

● Articulate coherent responses to their teacher's inquiries and prompts through oral
communication. Their ability to engage in spontaneous dialogue and provide
thoughtful, well-structured responses has markedly improved. This development
signifies a more profound grasp of the language's conversational nuances and the
students' growing self-assurance in vocalizing their thoughts.

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● Discern and decipher the intricate world of words and grammatical structures that
underlie various forms of verbal expression. This heightened linguistics is a testament
to their growing sensitivity to the subtleties of language, enabling them to decode and
comprehend oral communication more effectively.

● Construct grammatically precise and lexically rich sentences, thus illustrating an

advanced mastery of the language's syntactic and lexical intricacies. Their ability to
wield language with precision and creativity has advanced significantly, facilitating
more nuanced and eloquent self-expression.

● Express their ideas, increasing clarity and underline their skills. The students
improved their ability to convey their thoughts and opinions with eloquence and
coherence, enhancing their capacity to engage in productive discussions and debates.

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Conclusion

If students do not improve in oral skill, we are not giving them enough practice in speaking.
We need above all to change the way we teach and the way we plan our courses.
We should focus mainly on activities where they will be speaking as much as possible.
Social interaction is considered to be the most essential factor in second language acquisition.
Therefore, making learners achieve their communicative goals effectively, and making
students gain skills is the principal goal.
In conclusion, this action research project represents a commendable effort to address the
critical issue of improving students' oral English skills in the secondary school classroom.
Recognizing the importance of effective communication skills in the globalized world, the
study sought to uncover the barriers that hinder students' ability to express themselves
fluently and confidently in English.
Through a mixed-methods approach, which incorporated qualitative and quantitative data
collection methods, the research provided valuable insights into the current state of students'
oral English proficiency. It identified factors contributing to the lack of oral expression,
students' perceptions, and their motivations to improve their speaking skills.
The research findings indicated a marked an improvement in students' speaking proficiency,
with notable progress in various aspects of their oral expression. These improvements were
driven by the implementation of effective strategies, including guided debates and
discussions, student-led discussion groups, thematic conversations, and the incorporation of
games into the classroom.
Furthermore, the survey results underscored the importance of motivation, personalized
content, and a supportive learning environment in encouraging students to actively participate
and engage in English classes. The research plan successfully addressed these elements,
fostering an environment where students felt motivated and empowered to use English more
frequently.

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Appendices

❖ Appendix 1

A set of questions we will give to the students (on a google forms format) to know what they
think about the way they work:

1) ¿Utilizas el idioma Inglés fuera del colegio? (juegos, canciones, películas)

2) ¿Te gustan las clases de Inglés en la escuela? ¿Por qué?
3) ¿ Entendes cuando la profesora te habla en Inglés? ¿Puedes expresar tus ideas en
Inglès ?
4) No hablas Inglés en clase porque:
A) la profesora te corrige
B) te sentis inseguro
C) no me gustan los temas

5) Menciona tres ideas que creas conveniente para que puedas mejorar tu Inglés

https://forms.gle/b21V7nBvwq5Tawnd6
❖ Appendix 2 (Answers of the questionnaire)

yes= 10 students
No= 6 students

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Yes= 3 students
Other options= 1 each student

Sometimes= 11 students
Yes= 4 students
No= 1 student

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Yes= 5 students
No= 5 students
Sometimes= 6 students

I feel insecure= 14 students

I don’t like the themes= 2 students

Menciona tres ideas que creas conveniente para que puedas mejorar tu Inglés
16 respuestas:
● Nose
● Charlar sobre temas que ya sabemos pero en inglés

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 ● Aprender palabras nuevas para tener mejor comprensión al leer
● Esforzándome un poco más
● No sé
● No me gusta el nivel que tengo ahora:)
● Hablar más en inglés
● Mejorar mi inglés
● Y no se meterle más ganas js, o practicar, o hacer un curso
● Práctica constante
● Leer en inglés y investigar el significado de las palabras
● Duolingo
● Leer en inglés
● Comenzar a hablar
● Duolingo
● Confianza
● Escuchar canciones en inglés ver películas etc
● Duolingo xd :v
● Duolingo,películas y series en inglés etc
● Hacer charlas en inglés para corregir la pronunciación y acostumbrarse más a hablar
inglés
● Ejercicios de pronunciación

❖ Appendix 3 (Results of the application of the strategies planned in this Action Research)

Audios of the students participating using the language

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Bibliography

● Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of

Applied Linguistics, 21, 112-126.

● Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W.

G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp.
33-47). Brooks/Cole Publishing Company.

● MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other
anxieties and to processing in native and second languages.

● Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Longman.

● Savignon, S. J. (1997). Communicative competence: Theory and classroom practice

(2nd ed.). McGraw-Hill.

● Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom.
Cambridge University Press.

● Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in

human behavior. Plenum Press.
●
● Lightbown P. -Spada N. (2006) How languages are learned (3rd ed)

● Scrivener James (2005) Learning teaching -Macmillan

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