Speaking Strategies to Increase Student Talking Time in a 9th-Grade EFL Classroom

Abstract

This research study examines the effectiveness of speaking strategies such as role-play, group discussions, and pair work supported by instructional materials to promote meaningful interactive activities with ninth-grade students to increase Student Talking Time (STT) in Cuenca with 40 students who have A2 elementary English proficiency level in a private institution. Specifically, in the Ecuadorian context, English as a foreign language classes tend to be more teacher-centered, which limits learners from actively participating in class and developing their oral skills, losing the focus on student-centered learning. To address this issue, this qualitative study seeks to determine whether communicative strategies enable students to speak in class. In this study, various speaking strategies are implemented during five observed classes to encourage participation and the development of communicative speaking skills. Class observations are evaluated using an observation checklist that fulfills certain criteria to be assessed during the speaking session, as specified in the process of this research.  The main aspects to consider are motivation, fluency, and confidence, which help learners succeed in improving their English language skills. The findings indicate that communicative strategies increase oral participation and build self-confidence among learners. Nonetheless, it is observed that some students appear anxious, whether because of speaking anxiety or limited language proficiency, and would revert to using their native language when struggling; however, the use of communication strategies helps them feel more confident. The results obtained, the respective analysis, as well as the conclusions and recommendations, are detailed to provide engaging conversational strategies to develop in class.