EXPLORING THE DYNAMICS OF ENGLISH SPEAKING FLUENCY: A CASE STUDY OF SECONDARY LEVEL STUDENTS IN DISTRICT MALAKAND

Abstract

The paper explores the factors affecting English-speaking fluency among secondary level students and evaluates the extent of teachers’ facilitation in improving their fluency in District Malakand. The study used a mixed method approach with qualitative assessments from interviews undertaken with students, focus group discussion, and classroom observations and quantitative data from questionnaire and interviews with teachers. A purposive sample of fifty students with low, mid and high English language fluency (i.e., 25 male and 25 female students) was taken from Hira School and College, Dargai, Malakand. Moreover, four English language teachers with more than two years of teaching experience, two male and two female teachers were selected. The researchers found out students faced personal barriers, such as low self-confidence and limited vocabulary as well as social challenges like peer pressure and a lack of classroom encouragement. Moreover, from the teachers’ responses the researchers concluded that they implemented debates and role-plays to teach fluency, but large classes and time constraints posed challenges. Content analysis of all collected qualitative material and frequency analysis of quantitative data highlighted the role of interactivity and supportive classroom climate to address these barriers. This paper offers an extended view of the complex factors affecting speaking fluency and implies specific developments in teacher training and curriculum improvement to resolve problems. The findings of this study are to inform educators and policymakers in designing better approaches for developing English-speaking skills in similar learning environment.