This research investigates the challenges hindering students' English speaking skills in a Nepalese secondary school context. Employing an exploratory action research approach, the study identifies causes of hesitation and proposes instructional strategies. The students hesitate to speak English with their colleagues as well as with their teachers. When the students are asked to speak English, they can't because they have anxiety, fear and lack of vocabulary. To explore the issue, research participants are interviewed in this exploratory action research.  Drawing on Vygotsky's socio-cultural theory, the research emphasizes the role of exposure, motivation, and effective teaching methods. Interventions, including bringing English newspapers to class and utilizing multimedia, demonstrate positive impacts on students' speaking confidence. The study concludes that increased exposure and interactive teaching are vital for enhancing English language learning outcomes in secondary education. Presenting different pictures and providing different situation for dialogue in the class can motivate the students to speak English and eliminate hesitation while speaking English. On the basis of this research, the English language teacher can implicate different strategies like making students exposed to English. like using daily English magazines and newspapers, presenting pictures and situation for dialogue to enhance speaking skill eliminating reluctance to speak English in the class.

Key words: Speaking skills, exploratory action research, hesitation, exposure, motivation.

When I was at school, there was less English speaking environment. Teacher used grammar translation method to teach English in the class. He/she only translates into our mother tongue. We were only focused on reading and writing, especially in the grammatical rules. It’s more than two decades long to recall my school life, there were hardly any word meaning charts in the school as instructional materials. We got less opportunity to be exposed to the English speaking environment due to the lack of English newspapers and magazines and let alone watching English Movies in school.

   

   Now I am an English language teacher and I have been teaching English for secondary school for 25 years. During this span of time I have hardly explored the classroom issues and couldn’t engaged to solve the issues as these were given less importance because only reading and writing were thought to be the most important aspects of English language in the classroom. Listening and speaking skills are not properly taught. I have been teaching compulsory English in grade 9, 10 and 12. Generally, I entered into the class and by using some greeting words I used to ask the students to open the book and start the lesson. I used to read the passage and translate into Nepali and sometimes the students were asked to read the passage given in the lesson.

     

   My students are not interested in speaking English with their colleagues as well as teacher in the English language classroom. To encourage interaction among my students during class, I introduced various group activities. Initially, I divided the class into smaller groups of four to five students, assigning each group a specific paragraph to read along with accompanying questions for discussion. While teaching certain grammatical items in the class I created different groups to be engaged in discussion or to create a kind of interaction among students. My students have hesitation to speak English with their friends and teacher during the interaction. I thought such classroom activities are not sufficient to make the students confident and decided to explore the issue and diagnose the problem of my English language classroom.

 

   To achieve this goal, I determined to engage in Exploratory Action Research (EAR) due to my belief in its potential benefits for my classroom. The popularity of exploratory action research is increasing day by day. It helps the researchers to solve the issue appeared while working in the different fields. I understood that conducting action research will not obstruct teaching learning process instead it will be helpful to further effective teaching learning process.

 

On September 1, I have conducted FGD at Mahesh Dharma Secondary School. I have selected 8 participants; four from grade 12, two from grade 10, and 2 from grade 9. I have written a consent letter to the principal of a community School and selected the participants from 3 different grades (Grade12, 10 & 9). I asked them to participate in the discussion and signed them in the form. This was my first FGD in my professional life and I had a kind of excitement as well as fear inside because I was alone to conduct the FGD. I began the discussion after making the participants comfortable to speak on the issue. I thought of asking 6 questions to the participants and all the participants responded one by one. I have recorded a video of the FGD. I conducted this FGD for 70 minutes.

   The primary issue highlighted by students is the fear and hesitation in speaking English, reducing from concerns about correctness, anxiety in word selection, and discomfort due to the dominance of their native language. Peer pressure and a lack of consistent English usage in class and public spaces contribute to students feeling uneasy and reluctant to speak. Despite supportive teachers, there is a collective struggle with grammar rules and a perceived need for a more encouraging and dedicated English learning environment.

   As an English language teacher, I have vividly seen that teachers and students have been only engaged only in sentence structure and grammar. Students are asked to memorize structure and question answer of the texts given in the text book. When the communicative method implemented in teaching English language as an additional language, teachers engaged in the English language classroom focusing four language skills equally. Due to the under resource environment, teaching listening and speaking became challenging. Without the availability of enough resources and instructional related to these skills, the students were less interested and the class used to be less effective.

 

The purpose of this research is to explore the solution or the technique which can help to reduce hesitation in English language classroom. 

1. What are the difficult situations that the learners are facing in speaking English in the class?

2. What can be my role & strategies to motivate them in speaking English inside or outside the class?

   This exploratory action research is qualitative research. I have prepared some interview questions to find out their attitudes towards speaking English in the classroom. I also conducted focus group discussion asking some open ended question to the students. I created a survey for my tenth-grade students to gather their feedback and identify any challenges or concerns they have with English speaking. Additionally, I engaged in informal conversations with the students to understand their difficulties in speaking English. Furthermore, I sought the assistance of my colleagues to observe my classes and pinpoint the reasons behind the students' reluctance to speak English.

   Focus Group Discussion is a qualitative method in social sciences and we conduct this kind of small scale research to draw out the understanding existing knowledge from the participants. The FGD is entirely led by the skilled moderator. Elicit responses and generate the discussion are the goals of the FGD. When we need to understand an issue at a deeper level, we can access with a survey. According to Akyildiz & Ahmed (2021, p.12), qualitative studies can help the investigators to examine and achieve the explanation of complex concepts.  As qualitative research deals with human behaviors and thoughts, it can be seen as an easier method for conducting than quantitative research. The process of conducting qualitative research and focus group discussion can be more collaborative compared to other types of research because focus group discussion  inspires  a framework  for stakeholders  and  give them a  chance  to express  their feelings and opinions as well thanks to the group synergy.

   This exploratory action research has its theoretical orientation towards Vygotsky's socio cultural theory. Kozulin et al,(2003) argues that American researchers were instrumental in acquainting English speaking audiences with Vygotsky’s ideas. Speaking skill is the product of the interaction in the society or it can be developed through social interaction. According to the issue of this study, this theory is connected.

   For this action research I will use interpretive research paradigm. By using interpretive the researcher draws out the subjective experiences of the people as well as the can reflect the social realities observed and perceived by different individuals. In the context of students' hesitation towards speaking English, I will draw out so many beliefs, experiences and opinions from the teachers teaching English in my own school where I have been teaching.

 

   The English speaking environment is the most important for learning English as a second language. Students don’t get proper opportunities to be exposed to the English speaking environment. So many students from the community school have difficulties to understand native speakers. Only reading and writing activities can’t help the students to become better in English.

   Among all the language skills, speaking is significant skill. Richards (2008) argues that success of English language learning is gauged by the learners on the basis of how much they have enriched in their speaking skill. Ability in speaking is the evidence of effective language learning. I have been teaching in the secondary level as an English teacher for more than one and half decades. ''Teaching involves not simply the imparting of knowledge and skills but also human interaction between teacher and students'' Gnawali (2008). In the old curriculum of secondary level there was no internal or external assessment in the context of these two skills. Teaching learning as well as the evaluation process used to focus on reading and writing skills.  But now in the recent curriculum teaching learning process including internal assessment are included. Listening skill in the syllabus has 6 objectives and speaking skill has 12 objectives. Like other language skills, the secondary level syllabus focuses on teaching and learning speaking skills.

   As an English language teacher, I have vividly seen that teachers and students have been only engaged only in sentence structure and grammar. Students are asked to memorize structure and question answer of the texts given in the text book. When the communicative approach implemented in teaching English language as a second language, teachers engaged in the English language classroom focusing four language skills equally. Due to the under resource environment, teaching listening and speaking became challenging. Without the availability of enough resources and instructional related to these skills, the students were less interested and the class used to be less effective.

   Language is a means of communication. Without language sharing ideas, information and feelings is impossible. Half of the population in the world is said to be multilingual. (Grosjean & Miller, 1994).  Knowingly and unknowingly people become multilingual during their lives.  Due to the globalization multilingualism became the needs of people. English language is considered as an essential that is attended and used all over the world as a means of communication. Due to the current status of English as a global language of science, technology, and international relations, many countries around the world consider the teaching of English a major educational priority (Crystal 1997; McKay 2000). In Nepal the younger generation should gain good command in English for higher education, career opportunity and to go overseas for higher study.  English language entered Nepal about 250 years ago as a link language between the rulers of Kathmandu and the East India Company officials (Poudel, 2021). In Nepal English is taught from the primary level (School level) to university level. In the context of the community schools throughout the nation, English teachers are appointed by the government and provide the text books and needed materials to teach English. From class 1 to 12, English is taught as a compulsory subject in each class according to the English curriculum respectively.

   Acharya (2019) in his action research claims that educators often encounter various challenges in their teaching endeavors, with many stemming from misunderstandings. For instance, assuming that students comprehend all the material and formulating questions based on that assumption can lead to difficulties. If students don't respond to these questions, it might be mistakenly interpreted as a lack of interest in speaking or an inability to communicate in English.

   Manda Pokharel in her action research Enhancing Speaking Skill of Higher Secondary Level Students 'Students' challenges were rooted in a lack of basic vocabulary and knowledge of English grammar for effective communication.  Her Survey, during exploratory action research, analysis revealed that the hindrances were not due to a lack of motivation or a negative attitude towards learning English. Despite being interested and positive about using English, issues such as language competence, financial constraints, and busy schedules impeded their language learning progress.

   According to Pushpa Raj Poudel in his action research ' Students’ Reluctance in Using English as a Means of Interaction in Classroom',  he was able to bring changes in his traditional teaching styles by providing more talking time to the students inside the classroom, blending technology with teaching and learning, and offering them more time for group presentations.

Bhesh Kumar Khadka conducted an exploratory action research on 'Low Participation of Learners in Speaking Activities' and claims that students' learning challenges often stem from inadequate teaching methods and activities rather than a lack of student knowledge. The issue lies in teachers not effectively encouraging and providing ample opportunities for students to express themselves during the teaching and learning process.

   Teachers are using different strategies in teaching speaking in ELT classroom. Most of the schools are well equipped for teaching speaking English. Secondary level English curriculum has also given equal priority to speaking skill like other three skills. I want to explore if there is lack of motivation, less exposure to English and less priority given to speaking skill as designed in the textbook of English.

 

 

   To establish a supportive environment for English communication in the classroom, I determined to adjust my teaching approach based on the input I received from the students. My strategy involved actively engaging students in learning activities, allocating additional time for them to practice English together, enhancing the interactivity of my lessons, and incorporating Information and Communication Technology (ICT) into my teaching to boost student motivation and foster increased interaction.

   From the report of FGD I understood that the students have facing problems when they want to share in English. I am an experienced teacher but I have never thought that there are so many micro elements which make the students unable to speak English in the class as well as outside the classroom. After FGD I have tried to transform my teaching strategies in the EL class in different grades of my school. I began to make my class more interactive than usual. I began my class more interactive and inspire the students to reduce their anxiety and hesitation while speaking English. The students felt the difference and I have noticed that students are showing interest in speaking. In the beginning I also asked the students to divide the class into different groups containing 3 students in each and provide the topic for discussion and encouraged them to speak English in their group and I observed their discussion closely in each group.

 

   I have tried to conduct a small survey based on interview to find out the general attitude of the students in speaking English inside or outside the classroom and found some issues. From the interview with three students at Mahesh Dharma Secondary school, I have found that there is less opportunity of exposure to English and students hesitate to communicate in English in the classroom.

   The English language classes were less interactive. Students speak less in the class because of the lack of environment. Students rarely speak English with their friends and the teacher. They feel uneasy while speaking in English with the teacher. They use Nepali language to ask question to the teacher. Another interesting thing is that when a student begins to speak in English with friends, they tease and make freeze inside. Garima who is studying in grade ten feels easy to speak Nepali rather than English. "Actually I don’t speak with my friends. I feel uneasy to speak English with my friends because they don’t understand English and we don’t have the habit to speak in English. I feel comfortable while speaking Nepali with them". Her friends don’t understand English and she also feels comfortable to interact in mother tongue.

  There is no availability of English newspaper. Nikesh, a student from class ten, understands some news in the English newspaper. "We don’t have English newspaper and magazine in the class and never practiced to read English newspaper in the classroom." 

   The data from the interview shows that the students rarely watch English movies. Only once a year they get the opportunity to watch English movies. English books are rarely chosen in the library. Kripa, a student from class nine selects Nepali books when he goes to the school library. "I choose Nepali books and sometimes I choose an English story book to read." 

   I realized that there is lack of exposure to English so to make the students exposed to the target language, I decided to bring daily English newspaper; The rising Nepal and The Kathmandu Post in the classroom and asked two students to read the newspaper for 5 minutes and share their understanding to the class each day. In the beginning they hesitate to share due to the lack of interactive behavior in the class. After one week, I have found that there is some change in the students' behavior to speak in English and they are a little bit interested to speak in English and reading English newspapers.

 

   From the first cycle I was not entirely convinced and planned to teach speaking skill by showing picture in the class. I have collected some pictures especially flower culture in Russia from the grader 10 English textbook. I have presented different picture via power point presentation by using smart TV in the class as we have smart TV in each class and asked the student one by one to speak on the picture presented. It also helped to remove their hesitation in speaking English in the class.

  Each student is motivated to speak English due to the attractive pictures presented in front of the class. I repeated this process for a week. In every lesson I used this technique and motivate the students to speak English by asking questions related to pictures.

  After presenting the picture in front of the class, there is a kind of curiosity among students and this strategy became a little bit successful to wipe out the hesitation while speaking. The students began to answer the questions asked according to the presented pictures related to lesson.

  Pictures help the students to speak English in the class. These are a kind of objects to motivate the learners to speak English without any kind of reluctance in the class and can be the strong strategy to make the students fluent in English.

 

   Before conducting third cycle for this exploratory action research, I have asked Anita Adhikari, an English teacher on my school to observe my class and provide me feedback. In the beginning she hesitated to observe my class because I guess she thought herself junior than me and became a little bit nervous. I asked her everything about this research and requested her to provide me her valuable feedback so that I can improve my teaching strategies. She agreed and provided me feedback. My class was on "Pratap Malla" in grade 10.

 

   From the first and second interventions there is some change in the students in the context of speaking English in the class and plan to second intervention in the classroom. 

I planned to make the class more interactive. I thought to provide situations to the students to work in pairs.

   I started to search the speaking sections in the textbook of grade ten again and asked the students to have conversation according to given situations.

A: where has Bill recently gone?

B: He has gone to India.

Now the students worked in Pairs 

i. Raju/ clean / room

ii. Sushila /watch/ noovie

iii. Kapil/ plant/ bean

iv. Haris/ release/ new song

v. Marisha/ Visit/ grand parents

   I have found there is some change in the students' behavior. This practice diminishes the shyness as well as hesitation while speaking. I observe some of the low performers in the class; they became interested in speaking in pairs.

   Like reading and writing skills, I have realized that I have less priories teaching speaking skill in the English language class. I think to intervene the class in a different way. I have rechecked the speaking skills in the textbook…. I went to class 9 and I have used pictures for speaking practice. I made the pairs and asked one student to ask question and another to give answer. For example; 

 

A: who is the woman wearing white coat?

B: The woman who is wearing white coat is a doctor

In this way I have given 10 pictures and asked all pairs to do conversation. This made the students to speak more easily and fascinatingly. I asked the students about their feeling.  I felt very excited to ask the question to the pair. Other student in the pair said, ' in the beginning I was a little bit nervous but the picture helped me to give answer.' 

There was a kind of environment in the class that all the students became able to speak English with more confidence and I became to create a kind of real life situation in the classroom

 

As I entered the class the students were excited and started the session by using opening conversation with the students. I began the lesson 'Popularity of Different Sports in the World'. I began to encourage the students to speak English during the lesson and asked several questions like; 

I. What are your favorite sports? 

II. Have you ever taken part in the sport competition?

III. What do you think the most popular game in the world?

IV. How many international games you know? 

 

  I have found that the students the students became able to speak English in the class. In the beginning before intervention, the students in the English language class were like passive listeners and only the teacher (me) was active and using English language for communication rarely, there was only translation of the texts in to mother tongue (Nepali). 

  After every intervention, I have realized that I only focused on reading and writing skills in English language teaching class. Speaking skill is the significant skill in any language and especially in English language class; the teacher should focus to teach speaking skill. I have changed my strategies to teach English language in the class. I used to omit speaking section provided in the textbook of English language and I realized the power of teaching speaking skill for the first time while conducting exploratory action research.

  As a researcher I tried to understand the problem inside the class but in the past I was only teacher but now this research process taught me I am not a teacher but facilitator in the EL classroom. The research has made me go very near the students to find out the real cause and ways to solution. I found that if I used different strategies like asking students on the basis of pictures, there would definitely the improvement in speaking habit of my innocent students.

 

  The main purpose of learning language is to interact with others. For the effective communication there should be interaction among the language learners. When the learners are more exposed, they get more confidence to speak. In the context of community school, especially in the secondary level, students get less opportunity to be exposed in English. Interaction with colleagues inside the classroom provides the students more opportunity for learning English informally. On the basis of this study, there are some positive relationships between opportunity for the exposure to English language and eradicating hesitation while speaking English. The teacher should teach English creating real life situation in the class that helps the students to learn the language better. Interaction with the teachers, watching English movies, reading English books, newspapers and magazine are the best ways for the exposure to English. When there is higher exposure in English, the students perform better in the target language. The role of the teacher is significant to provide such opportunity to the students where they are well exposed in English language. The study shows that, the students of class ten is good in spoken English and have the confidence to interact with other because there is the facility of English newspaper and magazine. The teacher uses English in the class and motivates them to speak English. Exposure to English plays vital role to make English language teaching and learning productive. This exploratory action research shows that the teacher can solve the problem of hesitation of the students by using different pictures, providing different situations to the students which help them to speak English among friends.

 

 

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