Methods of Increasing Speaking Activities in the Classroom (Maximising Student Input and Involvement)

This article explores methods of maximizing student participation in the classroom. The lecture method is often used especially with large classes thereby leading to ‘passive’-student roles. Some teachers view communicative approaches as noisy and time wasting because syllabus coverage is crucial to an examination-oriented syllabus. Other reasons for this approach include classroom space limitation for executing interactive learning activities and students not being used to interactive learning. However, there are instructors who employ a learner-centred approach. An Attempt to promote a student-based, communication-driven approach is likely to encounter passive resistance due to their traditional learning context. The research set out to determine methods of maximizing student interest and involvement in the classroom. It took place at Marist International University College. I conducted fifteen hours lessons in May and June 2012 applying various communicative activities. There was teacher-learner interaction. The teacher employed interaction patterns like pair, group work activities etc. These provided a perfect opportunity for all learners to communicate. The findings demonstrated that the teacher has to create a conducive environment, establish rapport with learners, elicit more, plan for appropriate and interesting communicative activities and exploit a variety of teaching resources. These actively involved learners in the learning experiences. Key words: Collaborative, phonology, skills, facilitator, teaching, learning, elicit, communicative, interactive, activities, classroom, authentic, tasks, student, teacher