“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