Why don’t my students speak English in class?

Silvia Minardi
Silvia Minardi
Students sat at a table with a teacher stood with them interacting with them
Reading time: 3 minutes

Last year, I contributed to a national research project with an article titled “?”. The title originated from a concern expressed by a language teacher involved in the project, highlighting a common challenge faced by numerous language teachers. The difficulty of developing learners’ production and interaction skills is a well-known issue in language education.

Large and increasingly diverse classes, limited time, and learners’ reluctance to speak in class are significant hurdles. During pair and group work, students often revert to their first language (L1), they lack confidence in speaking activities and end up avoiding all interaction in English. These observations are consistent with recent Global Scale of English (GSE) research findings, which indicate that 52% of English learners leave formal education without confidence in their speaking skills.

Factors contributing to learners’ reluctance

Several factors contribute to students’ reluctance to speak English in class. Psychological barriers such as lack of motivation, shyness, low self-confidence, fear of making mistakes, anxiety and concerns about negative evaluation play a crucial role. Linguistic challenges, including limited vocabulary, poor pronunciation, and insufficient grammatical skills, further exacerbate the problem.

Task-related issues can also hinder speaking, especially when tasks are not well-matched to the learner’s proficiency level or focus more on accuracy than communication. Additionally, the classroom environment may not always be conducive to speaking, particularly for learners who need more time to formulate their thoughts before speaking.

Positive teacher impact

Fortunately, teachers can positively influence these intertwined factors. By creating a supportive classroom atmosphere and implementing well-designed tasks that prioritize communication over perfection, teachers can encourage reluctant students to participate more actively in speaking activities.

Leveraging technology: Mondly by app

One effective tool that can help address these challenges is Mondly by app. This learning companion is especially beneficial for learners who are hesitant to speak in class. Mondly by app offers over 500 minutes of speaking practice, encouraging learners to use English in real-life situations and tasks that prioritize action and communication over accuracy. This approach allows for mistakes - they are part of the game - thus fostering a positive mindset, which is essential if we want to enhance our learners’ speaking skills.

AI-powered conversations

A standout feature of Mondly by app is its AI-powered conversation capability, thanks to advanced speech recognition software. This flexibility helps build self-confidence and allows students to experiment with various production and interaction strategies.

Comprehensive skill development

Mondly by app is designed not only for speaking but also to develop all four language skills—listening, reading, writing and speaking—and is aligned with the Global Scale of English. The vocabulary for each topic is selected from the GSE vocabulary database, ensuring that learners are exposed to level-appropriate words and phrases.

Integration into classroom teaching

To facilitate the integration of Mondly by app into classroom teaching, three GSE mapping booklets have recently been published. These booklets cater to different proficiency levels:

  • Beginner (GSE range: 10-42 / CEFR level: A1-A2+)
  • Intermediate (GSE range: 43-58 / CEFR level: B1-B1+)
  • Advanced (GSE range: 59-75 / CEFR level: B2-B2+)

These resources provide practical guidance on how to incorporate Mondly by app into lesson plans effectively, ensuring that the tool complements classroom activities and enhances overall language learning.

Conclusion

Encouraging students to speak English in class is a multifaceted challenge, but it is not insurmountable. By understanding the various factors that contribute to learners’ reluctance and leveraging innovative tools like Mondly by app, teachers can create a more engaging and supportive learning environment. This approach not only boosts students’ confidence in their speaking abilities but also fosters a more inclusive and interactive classroom atmosphere.

Embracing technology and aligning teaching practices with modern educational standards, such as the Global Scale of English, can lead to significant improvements in language proficiency and student engagement.

Learn more about Mondly by app

About the author

Silvia Minardi holds a PhD in linguistics from the University for Foreigners - International University - of Siena. She is currently teaching English as a Foreign Language at Liceo Statale “S.Quasimodo” in Magenta and at Università dell’Insubria (Varese).

She is the President of the Italian association Lingua e Nuova Didattica and vice-president of Amerigo, the Italian association of US international exchange alumni. For three years (2011-2013) she chaired REAL, a European network of foreign language teachers’ associations which grouped up to 128 associations all around Europe. Since 2019 she has been an associate member of the LCT Centre for Knowledge-Building, a research centre at the University of Sydney.

Since 2000 she has been working on various professional development initiatives and projects both at national and international levels. She was also very active in pre-service teaching training of future EFL teachers at different universities (Turin, Vercelli and Milan) and in university courses for CLIL teachers (Università Statale - Milan). She has worked extensively as a teacher educator in pre-and in-service courses in ELT (ProgettoLingue 2000, SSIS, TFA, PAS), CLIL (methodology university courses), educational linguistics, assessment and evaluation; she has designed blended training courses.

In 2015. she took part in the preparatory session for the Intergovernmental conference about the "Handbook on the Language Dimension in all Subjects," the latest publication of the Language Policy Unity at the Council of Europe in Strasbourg. She has been involved in various projects of the ECML (European Centre of Modern Languages) in Graz where she is currently involved in the project “Plurilitearcies for Global Citizenship”. She is a member of the Language Policy Experts Group at the Council of Europe.

More blogs from app

  • A teacher sat at the front of the class holding a book reading it to a class of young children who are sat on the floor

    Romantic Readers and classroom ideas to celebrate Valentine’s day

    By Iram Ahmed
    Reading time: 3 minutes

    Love is in the air on February 14th, with hearts, red roses and boxes of chocolates everywhere. We’re all set for the big day, and to help you prepare as well, here are six of our favorite love stories for learners of all ages and levels. There are also plenty of fun ideas for your classroom.

    1.Cinderella(Level 1)

    Poor Cinderella lives with her stepmother and two horrible stepsisters. They treat her badly, making her cook and clean, while they relax and wear beautiful clothes. However, one night, Cinderella gets the chance to sneak away and attend a fabulous ball. She meets a handsome prince…but must run away before he discovers her true identity. With only a glass shoe to help him, will the prince ever find Cinderella?

    How to use this Reader in class:

    It’s no surprise that the story has a happy ending. After reading the story, have the learners draw a picture and write about Cinderella’s new life in the castle, with her loving new family.

    2.Lady and the Tramp(Level 3)

    This classic Disney story tells the tale of two young dogs who come from different backgrounds. Lady lives in a house while Tramp lives on the street. However, one day, Lady is forced to leave the house and the life she knows. Tramp teaches her about life on the streets and the two dogs fall in love… but with the dog-catcher always chasing them, will the story have a happy ending?

    How to use this reader in class:

    After reading the story, why not watch the animated version with your students? They can choose their favorite character from the movie and write a description of them.

    Looking for more romantic Readers for young learners? How aboutThe Little Mermaid(Level 2) orAladdin(Level 5)? There’s something for everyonein our catalog.

    3.Pirates of the Caribbean: The Curse of the Black Pearl(Level 2)

    If your teenagers are looking for more adventure than romance, this Reader has both. Follow crazy Jack Sparrow, handsome Will and brave Elizabeth as they fight pirates and uncover the curse of the Black Pearl. But will Elizabeth and Will survive the dangerous life on the seven seas?

    How to use this Reader in class:

    After reading the story, why not ask your students to write a review of it? It’s a great way for them to summarize the plot and share their opinion.

    4.Pride and Prejudice(Level 5)

    A timeless classic,Pride and Prejudicetells the story of young Elizabeth Bennett. As the oldest daughters in a family of five, she and her sister Jane are both expected to find good husbands and marry soon. But will Elizabeth find love, or will no man be good enough for her?

    How to use this Reader in class:

    While reading the story, learners can keep a diary, writing entries in the voice of Elizabeth Bennett. This helps them to demonstrate their understanding of the novel and encourages them to have a more empathetic reaction to the story’s heroine. They can either write the diary entries using typical language from Jane Austen’s day, or updating it to more modern language.

    Here’s an example:

    I had the ‘pleasure’ of meeting Mr Darcy today and found him rather rude and reserved. I imagine he feels this country life is inferior and that the locals are uncultured simpletons!

    or

    Met Mr Darcy today – what a stuck-up dork! He just stood there, looking down his nose at everyone… you can see he thinks he’s better than us locals.

    If you think your teenage learners would enjoy a different modern or classic tale of romance, check out our readers. There are plenty to choose from, includingRomeo and Juliet(Level 3),Love Actually(Level 4) andMadame Bovary(Level 6).

    5.Tales from the Arabian Nights(Level 2)

    What would you do if you needed to fascinate a king to save your life? This is the problem Sheherezade faces when she marries a king who has killed all his previous wives. So she tells her new husband exciting, mesmerizing stories every night and always ends the tale with the king wanting to hear more. She tells him stories of adventure, love and mystery… and you can read her stories too in this Level 2 Reader.

    How to use this reader in class:

    After reading the book, have students vote on their favorite story from Sheherezade. They can then work in groups to present a short play of one of the stories, working together to write a short script.

    6.Wuthering Heights(Level 5)

    Unfortunately, the path of true love isn’t always easy. Set in 19th Century Yorkshire, this tragic romance follows the story of Catherine and Heathcliff. The two childhood friends grow up together very closely. However, although she loves him deeply, Catherine can’t marry Heathcliff because of his lower social status. Instead, she marries another man, Edgar. How will Heathcliff react to this news? Will Catherine and Edgar be happy together?

    How to use this reader in class:

    At one point inWuthering Heights, Heathcliff runs away from home because he thinks Catherine is embarrassed by him and doesn’t love him. Have the learners write a letter from Catherine to Heathcliff at that point, expressing her regrets about why they can’t be together. It provides students with the opportunity to use phrases such asIf only…,I wish…andI should have…whilst demonstrating their understanding of the novel so far.

    If Yorkshire moors and Arabian nights aren’t quite what your students are looking for, there are more tales of romance on our site. Choose from modern-day love stories such asNotting Hill(Level 3) andLisa in London(Level 1) or classics likeAnna Karenina(Level 6) andPersuasion(Level 2).

    If you enjoyed this post here are some more practical posts to get your students engaged in reading, 'How to bring Shakespeare to life in the classroom'and 'How to motivate reluctant readers'.

  • Young children stood in a row clapping and celebrating with a christmas tree in the background

    Classroom tips: 12 days of Christmas

    By Iram Ahmed

    With the holiday season approaching, it’s good to add some fun into teaching to keep your students engaged and motivated. We’ve created 12 simple classroom activities and tips that you can carry out with your primary class to encourage them to be good.