To Improve English Speaking Skill of Grade 5th at Primary Level

By

Submitted in partial fulfillment of the requirements for B.Ed. (1.5 year) program in
Elementary Teacher Education at Department of Teacher Education.

FACULTY OF EDUCATION ALLAMA IQBAL OPEN

UNIVERSITY, ISLAMABAD
7, 2019
 TOPIC APPROVAL FORM

Student Name:
Registration Number:
Roll Number:
Programme: Autumn 2019
Supervisor Name:

Theme: Developing Basic Skills

Sub-theme: Developing of Speaking Skills

Topic of Research Project: To Improve English Speaking Skill of Grade 5th at Primary
Level

Workshop Coordinator Signature: (Name)

Resource Person-1
Signature: (Name)
Resource Person-2
Signature: (Name)
Date of Approval of Topic:
 DECLARATION

I Daughter / Son of

Roll No. Registration No. , a student of B.Ed Program (1.5 Year / 2.5 Year)

at Allama Iqbal Open University do hereby declare that the research project entitled To

Improve English Speaking Skill of Grade 5 th at Primary Level submitted by me in partial

fulfillment of B.Ed (1.5 Year / 2.5 Year) program is my original work and has not been

submitted or published earlier. I also solemnly declare that it shall not, in future, be submitted

for obtaining any other degree from this or any other university or institution.

I also understand the zero tolerance policy against plagiarism of the university and the

HEC and if my work is found to be plagiarized or copied from someone other’s work at any

stage, even after the award of the degree, the work may be cancelled and the degree

confiscated.

(Signature of the Student)

Date:

(Day-Month-Year) (Name of the Student)

 Research Project Submission Approval Form

This research project entitled Problems of to Improve English Speaking Skill of Grade

5th at Primary Level by Roll No Registration no. Program

(1.5 Year or 2.5 Year) was conducted under my supervision. I have read it and found it to

be satisfactory regarding its originality, content, language, relevancy, consistency, citation

and reference list. It is ready for submission for evaluation to Allama Iqbal Open

University as a partial fulfillment of B.Ed (1.5 Year / 2.5 Year).

(Signature of the Supervisor)

Date:

(Day-Month-Year) (Name of the Supervisor)

Certified that the student has completed at least 80% attendance and all required components

of the workshop.

(Signature of the Regional Director)

 Overall background of the participants of the project; area / school: (socio-

economic status, occupation / profession – earning trends of majority of the parents,

literacy rate, academic quality, and any other special trait of the community where

the school is situated) (10 marks)

Participant Area:

The research participants include class 5th student. The members of research have a place with

GPS Loai Shah Takoro.

Overall Background:

This school is contains on 3 Kanals. 874 students study in this school and 17 Teachers teach

in this school. There are 2 Libraries and 4 Computer labs in this school. There is a beautiful

playground in this school. GPS, providing quality education to highly talented and motivated

students, the School aims to empower students to face the challenges of the 21st century,

think creatively and live ethically.

Established in 2003, The School offers classes from grade VIII to XII and trains students to

pursue higher education.

The School admits outstanding students from diverse backgrounds who are taught by a

dedicated and well-qualified faculty. Besides focusing on academic excellence, the School

also encourages students to participate in a variety of co-curricular activities, from art and

drama to sports and social work. As a result, important abilities such as teamwork,

communications, creativity and critical thinking are developed outside the classroom as much

as inside.

Teachers of Govt. High Secondary Schools were more qualified academically as well as

professionally having command over teaching methodology as compared to the teachers of

other schools.

School Social Economics Status:

GPS values and welcomes parental and community involvement as it believes that only by

working together. The students of this school achieve higher marks and grades in the school.

The students of this school enjoy better educational outcomes compared to a student

attending a school with a lower average peer socioeconomic level. Parents from this school

also provide higher levels of psychological support for their children through environments

that encourage the development of skills necessary for success at school.

Literacy Rates:
In Nankana the total literacy rate is 47 per cent among female population and 62 per cent

among male population. In this school Literacy rate stood at 62.3 percent in 2017-18 (as

compared to

60.7 percent in 2014-15), with male literacy increasing from 71.6% to 72.5% and female

literacy rate going from 49.6% to 51.8%.

Special Trait of Community:

In this city peoples live together and love each other’s. Their relation is intimate. Their

customs, conventions and culture are common. They are having a strong community feeling.

There is not enough of individuality disable one from paying attention to another. Hence

neighbours have intimate relations with each other.

Theme: Speaking Skills

Sub Theme: Developing Basic Skills

1. Why did you select this specific sub-theme and topic? Relate it to your experience

/ problem in your classroom / institution. (10 marks) (Give the background and rationale

of the study)

After study and research I found that Speaking is one of the most important skills to be

developed and enhanced as means of effective communication. Speaking skill is regarded one

of the most difficult aspects of language learning. Many language learners find it difficult to

express themselves in spoken language. They are generally facing problems to use the foreign

language to express their thoughts effectively. They stop talking because they face

psychological obstacles or cannot find the suitable words and expressions. The modern world

of media and mass communication requires good knowledge of spoken English.

I explore that the learning of English speaking skill is a preference for a lot of English as a

Foreign/Second Language learners. Language learners sometimes evaluate their success in

language learning based on how well they have improved in their spoken language ability.

Teachers and textbooks use either direct approaches that concentrate on particular aspects of

oral interaction such as turn-taking and topic management or indirect approaches which make

situations for oral interaction by group work, task work, and other strategies.

I investigate that Speaking is very important in second language learning. Despite its

importance, speaking has been overlooked in schools and universities due to different reasons

like emphasis on grammar and unfavourable teacher-student proportions. Speaking has been

absent from testing because of the problem in assessing it objectively and the time it takes to

carry out speaking tests (Clifford, 1987). Speaking is a skill which is worthy of attention in

both first and second language. Learning the speaking skill is the most important aspect of
learning a second or foreign language and success is measured based on the ability to perform

a conversation in the language.

I observe that the significance of speaking is indicated with the integration of the other language

skills. Speaking helps learners develop their vocabulary and grammar skills and then better

their reading skill. Students can express their emotions, ideas; say stories; request; talk, discuss,

and show the various functions of language. Speaking is of vital importance outside the

classroom. Therefore, language speakers have more opportunities to find jobs in different

organizations and companies. These statements have been supported by Baker and Westrup

(2003) who said that learners who speak English very well can have greater chance for better

education, finding good jobs, and getting promotion.

I found that when students learn English, speaking is significant to support their ability to apply

the language. The speaking skill has been very important to the success of human beings. The
significance of speaking skill is observed in the daily activities of persons. Speaking is an

interactive activity and it occurs under the real-time constraints. That is, persons can use words

and phrases fluently without very much conscious thinking. Speaking skill enables individuals

to produce sentences for real communication, in other words, they actually like to communicate

in language to get specific objectives.

2. What was your discussion with your colleague / friend / senior teacher or

supervisor regarding the problem? (05 marks) (Provide your discussion with your

colleague or supervisor for better understanding of the problem and alternate solutions)

Discussion with Colleagues:

While discussion with colleagues, friends and senior teachers it is exposed that The report deals

with the problems of Non-Native Speakers in Development of Speaking Skill of English, in

particular, those which are most relevant in the context of developing oral skills at the advanced

level of language proficiency. The complex nature of spoken discourse must be taken into

account and reflected at each stage of the learning process. Thus, the article examines the

difficulties connected with choosing the appropriate framework and approach and discusses

the typical patterns of interaction in the classroom. It also examines forms of control and

evaluation and suggests some speaking activities which seem most suitable for advanced

language learners in the light of the above theoretical considerations.

In exploring this field I will examine the focus of Non-Native Speakers in Development of

Speaking Skill of English, of course, is to improve the oral production of the students.

Therefore, language teaching activities in the classroom should aim at maximizing individual

language use. In the past, oral communication instruction was neglected because of the

misconception that oral communication competence develops naturally over time and that the

cognitive skills involved in writing automatically transfer to analogous oral communication

skills. However, Ur (1996) considered speaking as the most important skill among four skills

(listening, speaking, reading) because people who know a language are referred to as speakers

of that language.
3. What did you find about the problem in the existing literature (books / articles /

websites)? (10 marks) (Explore books and online resources to know what and how has

been already done regarding this problem)

Literature Review

I learn that the speaking skill refers to ability to express themselves through speech or oral

language. It is an essential tool for communication that helps to express ideas, thoughts,

feelings and emotions with other people. It is the tool that helps for thinking and learning. It

shapes, modifies, extends, and organizes thoughts (Folico 2014). Therefore oral language is

taken as foundation of all language development and the foundation of all learning.

Therefore, it is the base for other language strands. Speech is a vehicle to link individuals to

society. (Myto 2013).

Speaking is the most important language skill because from which skills such as dialogues,

lecturing, presentation, radio talks, TV programs erupt. The speaking skill is concerned with

all these purposes such as expressing feelings, sensations, ideas, and beliefs. It is true that

most language activities are done orally. (Goroe 2014). The speaking skill, when it is

mastered, helps individuals promote their feelings of self-esteem and realization. Students

pay more attention

to reading and writing. They disregard the oral skills. It is not an exaggeration if we say that

students do not even pay attention to the correct pronunciation of the vocabulary they learn

with the excuse that they can spell and write it correctly.

On the other hand, teachers neither have the aptitude nor the readiness to conduct or

administer such 19 oral tests. They either find them difficult to conduct or administer or they

are in the dark about the various techniques of oral testing. Because of lack of concentration

on the speaking skill in the teaching /learning program, it has become natural to note the

inability of students to express themselves orally. (Foliox 2014). In spite of the fact that they

have had a high level of education, they find difficulty to express themselves in their own

language. Thus, they disappoint their audience and sometimes they do not gain their

appreciation.

The Importance of Speaking:

Humans are programmed to speak before they learn to read and write. In any given, human

beings spend much more time interacting orally with language rather than using it in its

written form. Speaking is the most important skill because it is one of the abilities that is

needed to perform a conversation. English speaking is not an easy task because speakers

should know many significant components like pronunciation, grammar, vocabulary, fluency,

and comprehension. Learners should have enough English speaking ability in order to
communicate easily and effectively with other people. Rivers (2013) studied the use of

language outside the classroom situation and understood that speaking is used twice as much

as reading combined. Speaking is the way of communicating ideas and messages orally. If we

want to encourage students to communicate in English, we should use the language in real

communication and ask them to do the same process. (Gorio 2015).

Characteristics of Speaking Skills:

The first characteristic of speaking performance is fluency and it is the main aim of teachers

in teaching speaking skill. Fluency is the learners’ ability to speak in an understandable way

in order not to break down communication because listeners may lose their interest. Hedge

(2000) expressed that fluency is the ability to answer coherently by connecting the words and

phrases, pronouncing the sounds clearly, and using stress and intonation. Schnieders, Lori.

(2015).

The second characteristic of speaking performance is accuracy. Learners should be fluent in

learning a foreign language. Therefore, teachers should emphasize accuracy in their teaching

process. Learners should pay enough attention to the exactness and the completeness of

language form when speaking such as focusing on grammatical structures, vocabulary, and

pronunciation. Schnieders, Lori. (2015)

4. What were the major variables / construct of your project? Give definitions /

description from literature. (05 marks) (What are the key terms in your topic or study?

what do you mean of these terms? What particular meaning you will attach to the term

when used in this project?)

Major Variable:

The Independent Variable: English Speaking Skill

The Dependent Variable: To Improve English Speaking Skill of Grade 5th at Primary Level

Key terms:

English, Speaking Skill

Description from Literature Review:

Speaking is a productive skill like writing. It is very complex and complicated skill in the

sense that it is difficult to describe how utterances are processed and how they come out

while speaking. It involves thinking of what is to be said. We can define speaking as the

ability to express oneself fluently in a foreign Language. But it is especially difficult in

foreign language because effective oral communication requires the ability to use the

language appropriately in social interaction. It requires more than its grammatical and

semantic rules. Harmer (2001)

calls „it is a store' and argues that to achieve communicative purpose the speakers, both native

and non-native, select the language from the store they think appropriate for the purpose. It is

also difficult to describe how an utterance is followed by another one, and how they are

processed. Speaking takes place in a situation where the speaker is under pressure to produce

his/her utterances without having much time to organize what and how he/she wants to say.

Ur (2015) says, “Speaking seems intuitively the most important: People who know a language

are referred to as 'speakers' of that language, as if speaking included all other kinds of

knowing, and many if not most foreign language learners are primarily interested in learning

to speak.

Particular Meaning of Project:

Speaking is a complex skill, that is to say, it is a network of skills, and therefore teaching

speaking is not an easy task. Native speakers of a language possess all the sub-skills of their

language: they can understand and use innumerable types of sentences. Not only that but they

can also understand and use entirely new sentences which they have never been used before.

But there may be a lot of problems with the students who are studying English as a foreign

language. The problems may lie with the teaching process or with the students or with the

materials itself.
5. What did you want to achieve in this research project? (05 marks) (Objective /

purpose of the study; what was the critical question that was tried to be answered in this

project)

For the purpose of my literature review, I visited Central Library and studied various books

and dissertations, browsed different websites and went through different articles, journals and

books, dissertations and research papers by different scholars related to my topic. I reviewed

some books related to my research question.

Objective of Study:

Speaking is the one of the important parts in English skills that should be mastered by

students besides reading, writing and listening. The function of speaking skill are to express

an idea, someone feeling, thought, and it express spontaneously by orally. Speaking is one of

the language art of talk as communication interaction with someone, and it is very difficult to

master it. Speaking skill is have a closely relationship with listening skill, in speaking act, the

students must be listening and then speak up, because speaking is not only remembering and
memorizing the sentences in written but speaking is spontaneous to show the students idea by

orally.

The research had the following objectives:

 To find out the roles in Development of Speaking Skill of English

Language secondary level.

 To find out effective tasks and the ways to develop speaking skill at Primary level.

 To suggest some pedagogical implications of this study

Research Questions:

Make the study more specific for the required information related to the problem, the

following research questions were concluded:

1. What are the effective tasks for developing a speaking skill?

2. How do students develop a speaking skill?

6. Who were the participants in your project? (05 marks) (Give details of the

individuals or groups who were focused in this project e.g. the early-grade

students whose handwriting in Urdu was not good or the students of class VIII

who did not have good communication skills)

Participants in Project:

This research would not have been possible without the participants involved: the

teachers from nearby schools, the students at my own school, and my colleagues - with

whom it is such a pleasure to work. In these studies the desire for more pronunciation

teaching and recognition of its importance to participants seems clear.

The participants of research belong to GPS Loai Shah Takoro. Participants were a student

of class 5th. The student is weak in English. On analysis it is revealed that they confused

in reading skills. One more issue was they can’t understand the statement of the problem

or the statement of the question written above the equation.

Teaching English speaking skills using the three communicative activities is a learning

method focusing on the learner-centeredness. Students work in small groups divided by

their language proficiency, i.e., high, medium, and low levels. Using this technique,

students can have an opportunity to work together providing help to others while

performing the activity. The atmosphere in working in groups can lessen their fear in

making mistakes when speaking English. Students in the group can support others in the

team needing help. They can express themselves successfully while working in groups.

This can lead to self-monitoring, more confidence in speaking, and enjoyment can

encourage them to participate more in learning. The results of this study supported the

effectiveness of these three communicative activities in developing English speaking

skills.
 7. How did you try to solve the problem? (10 marks) (Narrate the process step- wise.

Procedure of intervention and data collection.

Speaking Skill is one of the most important skills your students can master–both for social

and academic success. Learners use this skill throughout the day to process and deliver

instructions,

make requests, ask questions, receive new information, and interact with peers.

As a teacher, there’s a lot you can do during your everyday lessons to support the

development of strong speaking skills in your students.

Many students master the fine points of English grammar but find themselves at a loss when it

comes to actually having a conversation with native speakers. In reality, the only way to

develop fluency in speaking is by huge amounts of listening, and then practicing. The

following are a few tips for improving English speaking skills. Don’t forget that listening is

the foundation for speaking! When you also want to practice speaking, here are some

suggestions for how to improve English speaking skills.

Make Sure To Listen As Well As Speak:

First of all, it’s important to find native speakers to practice with. Students who are living

around many English speakers may be able to find informal opportunities to chat with

neighbors and local business people. Joining a club or a volunteer organization can be a great

way to get to know people informally.

When practicing with a native speaker, try to balance your listening and speaking. It’s a good

idea to prepare questions in advance so that the conversation will flow back and forth. If your

conversation partner asks you a question and you answer at length, you can always turn the

question back to your partner by asking, “What do you think?” or “What about you?”

Teach Concept Words:

Some students may have difficulty with abstract concepts such as before, after, or following,

and with sequences such as days of the week or months of the year. To help students learn

and retain these concepts, you may need to present and review those many times and in

multiple ways. For example:

You might ask stu•dents to identify which holiday comes in each month and then review

holidays for other months in sequence: “Groundhog Day is in February. What holiday is in

March? In April?”
Speaking skills can be developed through communicative activities which include an

information gap, a jigsaw puzzle, games, problem-solving, and Role-playing. In addition,

supported this idea that the activities that can assist better speaking skills are free discussion

and role-playing. Also, [6] stated that the language activities are important factors in teaching

language for communication. Activities help create interaction in the language classroom.

Additionally, communicative activities can motivate the learners and establish good

relationships between the teacher and the students as well as among the students thereby

encouraging a supportive environment for language learning.

8. What kind of instrument was used to collect the data? How was the

instrument developed? (05 marks) (For example: observation, rating scale,

interview, student work, portfolio, test, etc.)

Instruments of data Collection:

To conduct the survey three instruments have been used for collecting data and they are :

1. Questionnaire Teachers’ interview

2. Classroom observation Questionnaire provides qualitative data, interview and

classroom observation provides qualitative data for the study

Written Questionnaire:

The questionnaire is the most usually used research instrument. Questionnaires in second

language research: Construction, Administration, and processing (2010), “Asking the

question is one of the most natural ways of gathering information.” (p.1). Here the author

indicated that by questionnaire survey the researcher is able to get the most natural

response from the participants. James Dean Brown in his book Using Surveys in language

Programs (2001) stated, “ Questionnaires are any written instruments that present

respondents with a
series of questions statements to which they are to react either by writing out their

answers or selecting from existing answers”.

For conducting the research, the researcher used a questionnaire survey and also took an

interview of the teachers of preschool in schools. The questioner was given to them to

find out the way them speaking and how much effective the materials are. There were two

types of questionnaires: closed-ended and open-ended.

9. What were the findings and conclusion? (Provide instruments and analysis as

appendix) (10 marks)

The findings of the research are as below

1. According to Table 1; 90% respondent reported that Activity based Learning

methodology in moral storytelling is easy to apply in current situation.

2. According to table 2; 80% teachers reported that ABL methodology aid secondary

students to understand real life.

3. According to table 3; 100% teachers agree that it help student to identify objective

4. According to table 4; 50% teachers strongly agree that they use real objects on regular

basis for ABL methodology, 20% teachers are agree.

5. According to table 5; 80% teachers strongly agree that they make themes for classrooms.

6. According to table 6; 100% teachers disagree that they change themes monthly for

classrooms.
 Data Analysis

Table 1. : Activity based Learning methodology is easy to apply in current scenario

Activity based Learning methodology is easy to apply in current scenario

Ranking No of respondent Percent

Percent
SA 90 90%
U 0 0%

DA 0 0%
SDA 10 10%
Total 100 100%

According to Table1. 90% respondent reported that Activity based Learning methodology

is easy to apply in current scenario where as 10% strongly disagree with question

Table 2. ABL methodology aid secondary students to understand real life

ABL methodology aid secondary students to understand real life

Ranking No of respondent Percent

Percent
SA 80 80%
U 0 0%
DA 20 20%
SDA 0 0%
 Total 100 100%

According to table 2; 20% teachers disagree that they change themes monthly for

classrooms.

Table 3. : Secondary students show interest in projects based learning activities.

Secondary students show interest in projects based learning activities.

Ranking No of respondent Percent

Percent
SA 100 100%
U 0 0%

DA 0 0%
SDA 0 0%
Total 100 100%

Table 4. You use real objects on regular basis for ABL methodology

You use real objects on regular basis for ABL methodology

Ranking No of respondent Percent

Percent
SA 50 50%
A 20 20%
U 0 0%
 DA 30 30%
SDA 0 0%
Total 100 100%

According to table 4; 50% teachers reported strongly agree that they use real objects on

regular basis for ABL methodology, 20% teachers are agree while 30% teachers disagree

with the question.

Table 5. Secondary students show interest in additional information provided by you other

than books Secondary students show interest in additional information provided by you

other than books.

Ranking No of respondent Percent

Percent
SA 80 80%
A 0 0%
U 0 0%

DA 20 20%
SDA 0 0%
Total 100 100%
According to table 5; 80% teachers strongly agree that Secondary students show interest

in additional information provided by you other than books and 20% teachers strongly

disagree with the question.

 10. Summary of the Project (05 marks) (What and how was the research conducted

– main objective, process and findings)

Summary:

Speaking is very important in second language learning. Despite its importance, speaking has

been overlooked in schools and universities due to different reasons like emphasis on

grammar and unfavourable teacher-student proportions. Speaking has been absent from

testing because of the problem in assessing it objectively and the time it takes to carry out

speaking tests (Clifford, 1987). Speaking is a skill which is worthy of attention in both first

and second language. Learning the speaking skill is the most important aspect of learning a

second or foreign language and success is measured based on the ability to perform a

conversation in the language.

Speaking involves expressing ideas and opinions; expressing a wish or a need to do

something; establishing and maintaining social relationships and friendships. At the

beginning of learning a foreign language, children hear mainly through their ears, that

becomes the main source of the language.

Speaking strategies can be developed by encouraging young learners to guess from context

and supporting their listening comprehension by using visuals, mime and facial expressions

which are also helpful teaching materials.

Findings:

 From the findings, it can be also seen that students are less confident in

the case of Reading.

 Therefore, the students are always anxious about grammar and reading

themselves without the help of the books.

 Teachers’ ways of teaching is also responsible for this type of situation.

 If the teacher encourages his students to write themselves as well as

explores their creativity during the classroom context, students will be

able to have high confidence level.

 11. How do you feel about this practice? What have you learnt? (sel reflection)

(10 marks)

I feel about my practice that you can apply some techniques to improve your English

speaking skills.

Self-talk:

Talk to yourself in English loudly. It can be anything from a suggestion like, “Shall we go get

a glass of water?” or a reminder, “I need to do a load of laundry today.” Alternatively, pick

up a book and read a couple of pages out loud. This exercise might slow down your reading,

but it will speed up your speaking skills. You can also record yourself, listen to the recording

and watch out for any wrong pronunciations. If it is possible, ask for feedback from a native

speaker.

Participate in public speaking events:

Big universities, theatres and culture societies organize events like open debates, spoken word

readings and improvised storytelling gatherings. These are places where you can come and

mingle with like-minded people and practice speaking English.

Using apps:

Another option is to use an app to talk to native speakers online, in the comfort of your own

home. Some popular apps are Hello Talk and Tandem. Basically, you register for an account,

introduce yourself, your native language and your hobbies. The app will find you some

matches—the people who speak English and want to practice the language you know well.

All you need to do is to press a few buttons and start talking.

 12. What has it added to your professional skills as a teacher? (05 marks)

I study and add my professional skills as a teacher is that teaching can certainly be a

challenge, it is also one of the most rewarding careers out there.

Relational Skills:

Strong people skills can turn an average teacher into a successful one. An educator that is

inclined towards helping others will create warm relationships that, in turn, boost learning. A

pleasant teacher who has an engaging personality creates attentive and enthusiastic students.

You will also be adept at handling students that may have learning difficulties or other

disabilities that need special attention.

Tolerance:

Tolerance is key when working with children and teenagers; they won’t all be well-behaved

and you’ll need to be understanding when kids start to act out. You will also need to be

patient if a pupil doesn’t comprehend what you are saying – you must discover alternative

ways to explain things.

Critical Thinking:

Teachers need to solve a number of different problems, often on a tight deadline. This

frequently involves, answering difficult questions on the spot, solving conflicts, creating new
lesson plans, teaching games and dealing with other personal issues between pupils or

colleagues.

Humble:

A good teacher sets a humble tone in her classroom. Students feel safe to share their values and

opinions, and their classmates have learnt to be good listeners and respect others’ thoughts.

Essentially, the educator has created a useful learning environment for her pupils.
13. List the works you cited in your project (follow the APA manual – 6th Edition).

(05 marks) Examples of format are available on websites.

i. Abrams, S, Cruse, p, & Kunze, J. (2008). 4th International Digital Curation

Conference.

ii. Preservation Is Not a Place. California: California Digital Library.

iii. Acklam, R.& Robertson. C (2000). Action Plan For Teachers: a guide to teaching

English.United kingdom.British Broadcasting Corporation.

iv. Altman, Rick (1989). The Video Connection: Integrating Video into Language.

Boston:

v. Houghton Mifflin Company.

vi. Atma, Samiya. (2010). Raising Leaners’ level of English Fluency through

Fluency through Classroom Participation. Constantine, unpuplished diddertation.

vii. Baker and Westrup. (2000). The English language teachers’ Broun, Kathleen,

Cozby, Paul, Kee, Daniel, & Worden, P.E. (1999).

viii. Calverley, G, Childs, M, & Schnieders, Lori. (2015).Video for Education: Volume

1. United Kingdom: Headington, Oxford.

ix. Pertaub, D. P., Slater, M., & Barker, C. (2002). An experiment on public speaking

anxiety in response to three different types of virtual audience. Presence:

Teleoperatorsand Virtual Environments, 11(1), 68-78.

x. Riegel, D. G. (2013, January 17). 3 Strategies for managing public speaking

anxiety: In creative braintrust. Retrieved from http://

www.fastcompany.com/3004857/3-strategies-managing-public- speaking-anxiety
 QUESTIONNIER:

Please show your level of interest from number 5 to1 (5 for

Disagree
Agree

3 Partially Agree

Disagree
Strongly
5 Agree Strongly
strongly agree, 4 for agree, 3 for partially agree 2, for
disagree and 1 for strongly disagree).

1
4

2
S.A A P.A D S.D
1 Speaking is the main problem students suffer from 5 4 3 2 1
while learning English Language
2 Listening is important while teaching speaking skills 5 4 3 2 1
3 Traditional classrooms hinder students' abilities to 5 4 3 2 1
speak English fluently
4 Students should learn English by contextualization 5 4 3 2 1
5 I would like my teacher to improving speaking skills 5 4 3 2 1
even if he/she can understand me
6 Do you think participating in speaking activities 5 4 3 2 1
more will help you perform better in presentations?
Teachers pay attention to improve students' skills in 5 4 3 2 1
7 written exams more than their skills in speaking

8 Do you think that your fear of speaking can be 5 4 3 2 1

overcome by using some strategies and seeking some
professional help?
9 Students show interest in projects based Speaking 5 4 3 2 1
activities
14. Summary of the Project (05 marks) (What and how was the research conducted

– main objective, process and findings)