“WE CANNOT SAY WE KNOW ENGLISH IFWE CANNOT SPEAK IT.”

TEACHER,INDONESIA

“OUR CURRICULUMDOES NOT PROMOTEA FRIENDLY ENVIRONMENT TO TEACH SPEAKING.”

TEACHER,MALAYSIA

70% 10% 8% 7%LISTENINGSPEAKING WRITING READING

SKILLS RANK(IN ORDER OF IMPORTANCE)

68% 64% 51%ROLE PLAYS DISCUSSIONS PRESENTATIONS

TOP 3 SPEAKING ACTIVITIES IN CLASS

PLACE HIGH IMPORTANCE ONPROVIDING FEEDBACK AFTER SPEAKING TASKS

4 OUT OF 5 TEACHERSHALF OF TEACHERS

CHOOSE TOPICS OUTSIDE OF THEIR COURSEBOOKIF THEY FEEL IT’S MORERELEVANT TO THEIR STUDENTS

ARE COMMON REASONS FOR STUDENTSNOT TO PARTICIPATE IN SPEAKING ACTIVITIES

SHYNESS AND FEAROF EMBARRASSMENT

TEACHING SPEAKING

IN ELTWe know that many students measure their progress in language learning through their con�dence to speak spontaneously in ‘real world’ situations,

but how do teachers feel about teaching speaking?

Over 700 teachers gave us their views on how they approach teaching speaking skills and how important they think it is.

Here is what teachers around the world are saying:

“THE MOSTDIFFICULT TASK IS OVERCOMING MENTAL BARRIERS TO SPEAKING.”

TEACHER,BULGARIA

“STUDENTS NEED CONTINUOUS DISCUSSION, GROUP COLLABORATION, CRITICAL THINKING ANDTO VOICE THEIR OPINION.”

TEACHER, EGYPT

“IT’S DIFFICULT TO PROVIDELEARNERS WITH INTERESTINGOR STIMULATING TOPICS.”

TEACHER TRAINER,MEXICO

FOLLOW @CAMBRIDGEUPELT Read and share experiences on the World of Better Learning cambridge.org/wobl