Abstract
Abstract
 The purpose of this study was to investigate the lived-experiences of the Teacher Education students of the Northern Iloilo Polytechnic State College, Estancia, Iloilo, Philippines in terms of being reticent to speak English. Specifically, the study explored the following research questions: what are the lived- experiences of students in terms of being reticent to speak English? and what insights and meaning to Teacher Education students’ reticence to speak English may be revealed by their lived experiences? This study used the qualitative research design, particularly the phenomenological research approach. Themes and eidetic insights were established to describe the lived experiences of the students and the recommendations were also made by the researcher. The themes presented in this study were: (1) Low proficiency in the target language. (2) Silence as an innate characteristic. (3) Unwillingness to communicate due to shyness and fears. (4) A need for a formation of a speaking habit. (5) Reluctant to speak due to difficulty in pronunciation. (6) A need for focus and memory exercise. (7) A need for wait-time to speak their minds. (8) Perceived reticence in the classroom: a need for proper conditioning. It can be noted that students’ reticence to speak English were due to the following reasons: low level of English proficiency, shyness, fears, pronunciation difficulty, poor speaking habit, poor memory, innate characteristic, and poor focus. However, there exists an eidetic insight that the students’ reticence can be reduced by means of teacher’s strategies and use of classroom activities to develop their oral fluency and participation.
Highlights
Communication is an important part in daily life
Based on the lived- experiences in terms of being reticent to speak English of the Teacher education students, the lived- experiences realized in classroom reticence are the same in nature and essence for them
This research has shown that the desire of the participants to learn to speak English realize the essence of a goal for self-improvement in order to overcome difficulty in speaking English and reduce reticence
Summary
Communication is an important part in daily life. One needs to communicate in order to understand and to be understood. Students are expected to communicate their ideas during discussion with teachers in order to learn. Because language learning is difficult, many students fail to communicate their ideas competently. According to Li and Liu (2011), among all sorts of classroom phenomena, the most frustrating one is that students will not or cannot actively participate in group discussions. Reticent individuals refer to those who view themselves as incompetent communicators, and measured against norms about appropriate levels of talkativeness in social situations (Li and Liu, 2011). Some rarely respond to their teachers or actively participate in discussions. Reticence to speak English is a phenomenon. It is a serious problem of students which needs to be Shelly Joy S. IJSRM Volume 10 Issue 01 January 2022 [www.ijsrm.in]
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