NAME : SUGUNADEVI A/P VEERAN

WEEK 1 & 2 ( 18/03/2024 -29/03/2024 )

REFLECTIVE JOURNAL

TITLE : OVERCOMING STUDENT SHYNESS IN ENGLISH SPEAKING IN CLASSES

Focussed Issue :
In my role as an English teacher, I have observed a significant issue in my year 2 Vaaimai
classroom. All of my pupils seem to struggle with speaking in English due to feelings of fear
and shyness. This is a concern as effective communication is crucial for language
acquisition. In this reflective journal, I will explore relevant literature, propose strategies to
address this issue within a two-week timeframe, and outline follow-up actions and
conclusions.

Issue Identification:
Pupils in English speaking classes exhibit significant shyness and fear when it comes to
verbal communication in English. This inhibits their ability to actively participate in class
discussions and engage in spoken English activities. The underlying causes of this issue
may include:

 Lack of confidence: Students may lack confidence in their English-speaking abilities,

leading to fear of making mistakes and being judged by peers.

 Cultural factors: Cultural norms and upbringing may play a role in students'
reluctance to speak English openly in class.

 Previous negative experiences: Past failures or negative experiences with English

language learning may contribute to students' apprehension and shyness.

 Anxiety: General anxiety about speaking in public or in a language they are not fully
comfortable with can hinder students' willingness to participate.

Analysis:
The issue of student shyness in English speaking classes has several implications:
  Academic impact: Shyness and fear inhibit students' ability to practice and develop
their English speaking skills, which are essential for academic success and future
career opportunities.

 Classroom dynamics: A lack of participation from shy students can disrupt the
dynamics of the classroom, hindering interactive learning and peer-to-peer
engagement.

 Emotional well-being: Persistent fear and shyness can negatively impact students'
self-esteem and confidence, affecting their overall emotional well-being.

 Long-term language acquisition: If not addressed promptly, shyness and fear may
impede students' progress in language acquisition, leading to prolonged difficulties in
speaking English fluently.

Literature Review :
Research suggests that fear and shyness in language learning environments are common
barriers to effective communication (Young, 2010). Factors contributing to this may include
a lack of confidence, fear of making mistakes, and anxiety about being judged by peers
(MacIntyre & Gardner, 1991). Additionally, cultural differences and previous negative
experiences with language learning can exacerbate these feelings (Horwitz, 2001).

Recommendations :
To address this issue within a two-week timeframe, I propose the following strategies:

 Create a Supportive Environment: Foster a safe and encouraging classroom

atmosphere where students feel comfortable taking risks and making mistakes.
Encourage peer support and positive feedback.

 Gradual Exposure: Start with low-pressure speaking activities such as pair work or
small group discussions. Gradually increase the complexity of tasks as students
become more confident.

 Language Games: Introduce language games and activities that make speaking
English enjoyable and less intimidating. Games or role-playing scenarios can help
students practice speaking in a relaxed setting.

 Modelling: Model fluent and confident English speaking yourself, and provide ample
opportunities for students to listen to proficient speakers, either through audio
recordings or guest speakers.
  Individual Attention: Provide individualized attention and feedback to students who
are particularly shy or struggling. Offer constructive criticism in a supportive manner
to build their confidence gradually.

Follow-up Action:
After implementing these strategies for two weeks, it is essential to assess their
effectiveness. Conduct brief interviews or surveys to gather feedback from students about
their comfort level and improvement in speaking English. Adjust teaching methods as
needed based on this feedback.

Conclusion:
Overcoming shyness in English speaking classes is a gradual process that requires
patience and persistence. By creating a supportive environment, gradually exposing
students to speaking tasks, incorporating engaging activities, providing modelling and
individual attention, significant progress can be made within a short timeframe. Continuous
assessment and adaptation of teaching methods are crucial for long-term success in
improving students' confidence and proficiency in speaking English.

References:
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied
Linguistics, 21, 112-126.
MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other
anxieties and to processing in native and second languages. Language Learning, 41(4),
513-534.
Young, D. J. (2010). The relationship between anxiety and foreign language oral proficiency
ratings. Foreign Language Annals, 43(3), 504-529.