How Can I Improve Two Young English
MajorsÕ Confidence In English Learning, by Gong Lixia
Abstract
I'm a teacher of English in the foreign language department at Guyuan Teachers' College. My AR question is 'How can I improve two young English majors' confidence in English learning?' In my report, I describe the whole process of my research. I used such methods as praise, encouragement, students helping each other and competitions in order to help all the students. I show how I have helped two of the two poorest students to improve their confidence in my class. The results show that these two poorest students have become more confident than before. In my next cycle of AR I would like to research the question, "How can I help to improve the studentsÕ listening and speaking, particularly in regards to the poorest students?"
My Context
I have been a
teacher of English for more than a year and a half in the foreign language
department of Guyuan TeachersÕ College. While still a college student, I
created a dream - to be a good English teacher and try my best to help my
students learn English well.
This is the first
time that I have taught the five-year English majors. Most students in my class
come from junior middle schools of the rural areas, which are near the Guyuan
municipality. Due to poor teaching conditions and bad leaning habits, their
English is poor. To my surprise, several students in my class couldnÕt even
read a simple sentence correctly and completely. I remembered clearly that
almost every student bowed his head with shame in my first class. I was so
frustrated that I asked them why they didnÕt lift their heads. Most of them
told me their English was poor and they couldnÕt catch my meaning, so they were
afraid of making eye-contact. In particular two of the poorest students, Zhou
Peng and Gao Sheng told me they feared that I would ask them to answer
questions. From then on, I realized that one of the most important actions that
I should take is to improve the studentsÕ confidence in learning English, in
order to help them make progress.
At first, I talked
with them, helped them to understand why they were at the college and the
importance of learning English well. Soon I found most of them were beginning
to study actively. But Zhou Peng, Gao Sheng and several others were still the
same as ever. I was so confused about how to help these two boys. By this time,
some of my colleagues were carrying out Action Research (AR) to help their
students with English learning, which was guided by Dr. Moira Laidlaw in the
department. They advise me to begin AR and help myself to solve the problem. I
followed their advice. However, I was very muzzy at first and only took
measures now and then in my teaching. I didnÕt know how to go on it until Moira
explained me what real Action Research was and directed me how to do it
enthusiastically.
What is my
concern? Zhou Peng and Gao
ShengÕs situation reminded me to help them create enough confidence first.
According to my context, I decided to research,Ó How can I improve two young
English majorsÕ confidence in English learning?Ó
Why am I
concerned?
As we all know,
confidence is half of success. Language learning needs practice, just like
people say,Ó Practice makes perfect.Ó Any language learner who is not confident
will lose the opportunities to practice. Little by little, they will become
lazier and lazier for want of confidence. It starts to become a mere daydream
for them to reach their full potential and contribute to the development of
modern society.
WhatÕs more, English
class is dull when studentsÕ have little confidence; at the same time, it is
easy for them to lose interest in learning English. That is opposite to the
central idea in the New Curriculum, which recommends that teachers stimulate
studentsÕ interest to learn English actively instead of passively. In the event
of passive learning, English teaching will become more teacher-centered. It
runs counter to the requests of the New Curriculum. Nowadays, in more and more
peopleÕs opinion, modern education should be designed to cultivate people with
more comprehensive qualities. Thus, it is possible for people with little
confidence to lag behind in our modern society and that worries me.
How can I
improve it?
I think I need to
find effective ways to change the two studentsÕ situation as soon as possible
so that they can be useful persons in society one day. Most students in my
class are 15-17 years old, who love being praised, encouraged, and fussed over.
They also like competition and are easy to mould through role-modeling. In the
light of these characteristics, I decided to take the following actions:
Choose two
poorest students to be the subjects of my research.
1)
I chose Zhou
Peng and Gao Sheng to be the objects of my research from several poor students
I considered poor. Although their English is poor, they are eager to learn
English well. That is to say their attitude is open and their motives are good.
At the very beginning, I knew both of them accorded to my standards of the
poorest: ⑴canÕt even understand my teaching words a
little; ⑵canÕt even make a simple sentence without
any grammatical mistake; ⑶canÕt
even read a simple sentence correctly and completely; (4) canÕt even copy a
sentence without any spelling mistakes.
2)
Give them any
necessary encouragement. I found most students were afraid to stand up and
answer questions in my class, and this was true of the two boys. I didnÕt know
the reason until I got some ideas from their self-evaluation papers (handed in
once a month). In their papers, they told me they were afraid to make mistakes,
but actually they knew some answers to my questions. Since then, I realized I
should increase their courage by encouragement. One concept in the New
Curriculum also advocates teachers to encourage students to develop a series of
language skills. Just as Moira told me, encouragement is always a good way to
help students learn well.Ó When IÕd like them to answer my questions, I always
said,Ó Believe in yourself, you can fly; grasp the good chance; donÕt be shy,
just have a try.Ó After hearing my words, they began to put up their hands
occasionally.
3)
Give them
necessary praise. When I was young, I liked being praised by my parents,
grandparents, teachers and friends. I believe the young students are the same.
That is one of the psychological characters of young people. Praise shows that
a teacher approves of what students have done. Usually, the students will work
harder than ever after they are praised. So when the two boys made progress in
English learning, I would say,Ó Good, very good, terrific, good idea, well
done!Ó to praise them. On March 10, Zhou Peng made the sentence ÒCan I talk
with you?Ó after learning the modal verb ÒcanÓ. I praised him, ÒGoodÓ. After a
while, he put up his hand again and made another sentence ÒI canÕt speak
English well.Ó Very good!Ó I praised him again. He sat down with a smile on his
face.
4)
Ask some
students with more confidence to help them. Some students in my class such as
Ma Jianhong, Wu Zhenshu, and several others are enough confident. They are
always active and can follow my every word. Just like Moira said in her
feedback after visiting my class,Ó Ma Jianhong is like a coiled springÓ; ÒWu
Zhengshu and Ma Jianhong really have a great mastery of the language for their
age.Ó To gain the help from the students with more initial confidence, I had a
meeting with them to reassure them that they could consolidate knowledge if
they helped others. I noticed they began to help some students later including
Gao Sheng and Zhou Peng.
5)
Competetion
among groups. One of the demands of the New Curriculum is that teachers should
design useful activities with clear purposes to teach students. In order to
adjust to it and have my class become more student-centered, in my opinion,
group work is necessary. I divided my students into 8 groups predominantly to
do all kinds of oral work. Reading practice is one of them, which is easier for
excellent students, but really a difficult task for the poorer students. I made
the following rules for each group:
(1)
Stop at the
moment you make the 1st pronunciation mistake; then another one
should continue. (Students in other groups and I are the supervisors.)
(2)
Circulate
within given time (2 minutes for each group)
(3)
Take turns
from the poorest to the most excellent. (Other groups had to have a meeting of
minds about who is the poorest and who is the most excellent.)
(4)
Stop at once
when time is up. (I am the recorder.)
I also
made some standards of evaluation so as to be fair among group competition:
(1)
Times of circulation (in 2 minutes): the more the better;
(2)
Persons in one circle: the fewer the better;
(3)
Mistakes in reading: the fewer the better;
I am the
recorder and supervisor; besides, all the students can supervise the whole
procedure. The winner will be the group whose circulation times are the most,
but persons in one circle and mistakes in reading are the fewest.
In the
course of group work, I found the two poorest boys tried their best to read
well for the honor of their groups. Both Zhou Peng and Gao Sheng always read
more carefully than ever in the reading practice. Their mood is steady, and
they are never hurry, worry and nervous but more serious. When their groups win
in a competition, they are always so pleased that they celebrate it by making
faces to other groups. Accordingly, they will be presented with cute gifts.
Seemly,
I also ask students to do pair work, which is easier than group work; including
discussing, dialogue, correcting pronunciation each other. The two boys have
been brave enough to correct the mistakes of others actively now.
6) Give
the poorest different requests from others.
Another
concept in New Curriculum is: Teaching should satisfy students in different
levels. If the poorest students canÕt reach a teacherÕs requests, they will be
self-abused easily. To avoid it, and obey the request of New Curriculum, I
asked the poorest to answer some easy questions in class and finish simple
homework on purpose. For instance, on April 17, after learningÓ infinitivesÓ, I
asked them to find the infinitives in a text, and others to find both
infinitives and functions of the infinitives. To my surprise, Zhou Peng found
almost all the infinitives correctly. As soon as he sat down, other students
applauded warmly for him.
7) Execute
moral education with the two boys.
Sometimes,
Gao Sheng and Zhou Peng are lazy in class. They drop their heads, and fall
asleep on the desk and keep silent as if they were persons of few words. As a
matter of fact, I knew from the other students that they were talkative after
class. Therefore, I talked with them individually after class. We talked about
life and feelings, love and respect, their dreams and family situations; I
encouraged them to overcome difficulties, understand others, respect others and
also be self-respecting; and I mentioned how hard their families work so as to
support them to go on learning. I believe all those could motivate them to work
harder. ItÕs true, my words worked, and they recovered their mood again.
How can I know
I have improved this situation?
I have done so
much, but how can I know whether I have really improved the two boysÕ
confidence or not?
Here, I made the
following standards to evaluate what I have done:
1)
whether they
participate in the class actively. Last semester, Zhou Peng and Gao Sheng kept
silent all the time. They never put up their hands to answer my questions or
made sentences in class. Gao Sheng always gazed at me as if at a loss. However,
they now put up their hands at least twice in each class period on average. They
begin to discuss how to make sentences with the partner and correct other
studentsÕ mistakes on the blackboard. On may 26, Gao Sheng helped Wang Guojiang
correct a pronunciation mistake: life /la:f/ to /laif/. At that time, I was so
shocked, because it was the first time that Gao Sheng had corrected anotherÕs
pronunciation mistake. When I want someone to answer questions, they will
sometimes put up hands and say me, meÉÓ They are more active in class
participation.
2)
whether they
can finish their assignments independently. Here ÔindependentlyÕ refers to no
copying from others. I found that the two boysÕ assignments handed in were
similar to several excellent studentsÕ last semester. It was clear what had
happened. This semester, I asked Ma Qingping (sitting behind Gao Sheng) and
Wang Guojiang (his partner) to monitor them to see whether he finished his
assignments by himself. Both Ma Qingping and Wang Guojiang told me Gao Sheng
did finish his assignments by himself. Zhou Peng has no partner (his partner
dropped out of school last term). I can also find out that he didnÕt copy by
his different answers from othersÕ replies. Besides that, from the information
given by students and my observation, and some exercises done directly in class
I also can get some insight. Sometimes, I copied some exercises on the
blackboard and asked students to choose words to fill in. And I pretended to
stand on the platform and read my book. Actually I raised my head to observe
Gao Sheng and Zhou Peng now and again. I found either they were thinking then
writing down something or discussing how to do it with others, but neither of
them were copying othersÕ work.
3)
whether they
are excited in class. The two boys used to look very nervous in my class in the
past. These days, the situation has completely changed. They always lift their
heads and sit upright with big smiles on their faces when they have learned
something from others and followed what IÕve said. After they answer some
questions correctly, they always sit down with a proud smile. It seems that
they finished the greatest task that anyone could be proud of. They are more
talkative than ever while they are discussing with others.
4)
whether they
begin to learn actively by themselves. To tell the truth, the two boys often
ask me spontaneous questions about difficult words, phrases and sentences in
the textbook. As I have stated above, they have started to discuss questions
with their partners, do assignments by themselves. At the same time, Zhou Peng
has formed the good habit of taking a dictionary with him and looking up some
new words from it all the time. All of these actions suggest they have begun to
learn actively. When I ask some students to copy their answers onto the
blackboard, they volunteer every time.
5)
whether they
are more responsible for themselves in English learning. I noticed the two boys
are more responsible for themselves now. When I asked them to read texts or
dialogues, they corrected their mistakes by themselves again and again. Their
reading speed is quicker and they read more fluently, too. They loved
correcting othersÕ mistakes so that they can check their mastery of knowledge.
I also find their handwriting has been improved a lot by their exercises. It
has become more beautiful, and clearer than ever. They can write sentences or
phrases in good order. Now they never lose heart in following my teaching
because they always know what IÕ m teaching and what I Ôm requesting them to
do.
6)
whether my
colleagues give them better comments. Ma Hong is the oral English teacher of my
class. She told me Zhou Peng and Gao Sheng have made great progress in oral
English. Wang Ying, the phonetics teacher of my class, told me the two boys
have improved their pronunciation and intonation a lot.
7)
whether
their confidence has been improved by self-evaluation. I asked my students to
evaluate their confidence by themselves by the following question:nWhich
phase does your confidence of English learning exist in?
A. no
confidence
B. a
little confidence
C.
enough confidence
D. more
confidence
As a
result, 60% students chose C, including Zhou Peng; 30% chose B including Gao
Sheng; 3% chose A and 7% chose D. However, in the past, both Zhou Peng and Gao
Sheng chose A.
From the
evaluation above, I learned that the two boys have been more active, independent,
excited and responsible for themselves; moreover, my other colleagues commented
on them positively, so they did. The evaluations proved the two boys are more
confident; meanwhile my actions are effective for them to make progress.
Who has helped me?
Dr. Moira Laidlaw,
Ma Hong, Wang Ying as well as other colleagues did help me. They visited my
class and gave me much good advice, which inspired me so much. Also, some
students in my class came up with rich information for my work by monitoring
the two boysÕ study. Of course, I helped myself too by writing journals and
taking notes.
What can I
learn from AR?
ÒMy teaching is
the process of my learning.Ó Jean McNiff said in her book, Teaching as Learning
an Action Research Approach (1993). I learned a lot from AR. AR needs patient,
perseverance and confidence; AR is creative and imaginative work; AR is not an
easy way to go, but a sensible way to go for any researcher. No doubt, I will
say, AR is helpful for me to be a good English teacher. I am growing up to be a
better teacher with the help of AR.Ò
At the present
time, Zhou Peng and Gao Sheng have been more confident in English learning, but
they still make many mistakes in speaking, reading and writing. Most mistakes
are made in speaking and reading; so next, IÕd like to research ÒHow can I
improve the two young studentsÕ speaking and reading ability?Ó
Bibliography
Jean McNiff,
Teaching as Learning: an Action Research Approach (London, 1993).
Guiyue Song, Ying Jin, Ying Yu Ke Cheng Biao Zhun Jiao Shi Du Ben (Huazhong TeachersÕ College Press, 2002).
Jeremy
Harmer, How to Teach Ejnglish (Foreign Langue Teaching and Research Press,
2000).