Abstract
Second language learners have shown to be often passive in language classrooms and lessons. In this current era of globalization, there is a need for English instructors to improve their inactive learners' confidence so as they can be capable of participating actively in oral classroom activities. Based on this issue, the study aimed to investigate the strategies that can be put in place to improve the learner's confidence in speaking. The sample of the study involved seven (7) male students and 39 females of the Bachelor of Elementary Education (BEEd) in Samar State University. For the sake of improving learners' confidence, thirty minutes in each learning session was set aside to interview activities which lasted for a period of eight (8) consecutive weeks. The views and perceptions of the learners' confidence development were obtained by use of quantitative analysis in line the with confidence questionnaire. The findings of the study revealed that incorporation of additional speaking activities in classrooms resulted to an increase in learners’s confidence. Encouraging learners to collaborate with their colleagues also improved their confidence.
Highlights
Introduction(Liu, 2001; Tsou, 2005; Van den Branden et al, 2009)
1 Practitioners and language experts from the area of second language teaching perceive that speaking skills play a major role and should be incorporated in in program development and creation in language teaching as for an individual to be in a position to use a foreign language automatically he must be able to speak the language effectively. (Liu, 2001; Tsou, 2005; Van den Branden et al, 2009).This significance relies on two factors
About 21% of the learners supported the idea that I can be interviewed in English, while 70% were undecided and 9% protested this idea in week 3
Summary
(Liu, 2001; Tsou, 2005; Van den Branden et al, 2009). The main aim and wish of every second language learner are to be in a position to speak effectively with strangers and visitors from foreign nations in a language that they can both understand (Luoma, 2004). It is evident that learners who participate actively in class usually attain higher achievement in their academics as compared to students who are inactive in class. According to Krupa-Kwiatkowski (1998), interaction incorporates individual engagement, participation, and putting into consideration activities that are believed to accelerate and initiate cognitive processes suitable to language learning
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