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Developing speaking skills in the EFL classroom
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Esta investigação-ação examina os motivos por que alguns alunos se sentem
relutantes em falar inglês na aula e como um professor de inglês pode ajudá-los a
ultrapassar essa relutância e a desenvolver as suas capacidades de expressão oral. No
âmbito deste projeto, foram acompanhadas duas turmas do 11.º ano e uma turma do
9.º ano numa escola em Lisboa durante dois semestres. Nestas turmas, muitos eram os
alunos que sentiam medo e ansiedade de falar inglês, o que os tornava relutantes em
falar na aula. Durante a fase de observação, procurei compreender por que razões estes
alunos evitavam falar inglês na sala de aula e o que sentiam quando lhes era pedido que
participassem, através de um questionário administrado aos três grupos. Os resultados
deste questionário serviram de base à seleção de estratégias e atividades adaptadas para
responder às necessidades e preocupações específicas de cada turma. Na fase de
intervenção pedagógica, utilizei diferentes tipos de atividades para promover a
expressão oral na aula, tais como information-gap e jigsaw activities, debates em turma e em
pequenos grupos, perguntas e respostas, apresentações orais e simulações. Também dei
uma palestra sobre o medo de falar, o que me permitiu discutir com os alunos as suas
preocupações sobre a utilização da língua estrangeira na sala de aula e fornecer
estratégias para os ajudar a ultrapassar as suas preocupações e a melhorar as suas
capacidades de expressão oral.
Em geral, todas as estratégias e atividades implementadas tiveram resultados
positivos. A maioria dos alunos melhorou significativamente as suas capacidades de
expressão oral e a ansiedade em falar reduziu notavelmente. Alguns destes alunos
chegaram até a participar numa peça teatral e num concurso de soletração em inglês,
demonstrando uma maior autoconfiança e melhoria das suas competências.
This action research examines why some learners are reluctant to speak English in class and how an English teacher can help them overcome this reluctance and develop their speaking skills. This project was conducted with two 11th-grade groups and one 9th-grade group at a Lisbon school over two semesters. In these groups, many students experienced fear and anxiety about speaking English, leading to reluctance to speak in class. During the observation phase, I sought to understand why these students avoided speaking English in the classroom and what they felt when required to participate through a questionnaire administered to the three groups. The findings from this questionnaire informed the selection of tailored strategies and activities to address the specific needs and concerns of each class. In the teaching intervention phase, I used different types of activities to promote speaking in class, such as information gap activities, jigsaws, class and small group discussions, questioning and answering, oral presentations and simulations. I also gave a lecture concerning the fear of speaking, which allowed me to discuss with students their concerns about using the foreign language in the classroom and provide strategies to help them overcome their worries and improve their speaking skills. In general, all the strategies and activities implemented had positive results. Most students showed significant improvement in their speaking skills, and a notable reduction in speaking anxiety. Some students even took part in school events that required the use of English, such as a theater production and a spelling competition, showcasing their enhanced confidence and skills.
This action research examines why some learners are reluctant to speak English in class and how an English teacher can help them overcome this reluctance and develop their speaking skills. This project was conducted with two 11th-grade groups and one 9th-grade group at a Lisbon school over two semesters. In these groups, many students experienced fear and anxiety about speaking English, leading to reluctance to speak in class. During the observation phase, I sought to understand why these students avoided speaking English in the classroom and what they felt when required to participate through a questionnaire administered to the three groups. The findings from this questionnaire informed the selection of tailored strategies and activities to address the specific needs and concerns of each class. In the teaching intervention phase, I used different types of activities to promote speaking in class, such as information gap activities, jigsaws, class and small group discussions, questioning and answering, oral presentations and simulations. I also gave a lecture concerning the fear of speaking, which allowed me to discuss with students their concerns about using the foreign language in the classroom and provide strategies to help them overcome their worries and improve their speaking skills. In general, all the strategies and activities implemented had positive results. Most students showed significant improvement in their speaking skills, and a notable reduction in speaking anxiety. Some students even took part in school events that required the use of English, such as a theater production and a spelling competition, showcasing their enhanced confidence and skills.
Descrição
Palavras-chave
Capacidades de produção oral Ansiedade de falar Relutância em falar Desenvolver a expressão oral Inglês como língua estrangeira Speaking skills Speaking anxiety Reluctance to speak Developing speaking English as a foreign language Relatório de estágio