Students' Perceptions of Speaking Activities for Enhancing Speaking Skills in EFL Classrooms

Abstract

This study sheds light on English as a Foreign Language (EFL) speaking classes in the context of a university in the Mekong Delta of Vietnam from the learners’ perspective. In particular, it investigates the students’ perceptions of interactive activities in speaking classes with a focus on three specific aspects of the kinds of activities students reported to have experienced in their speaking classrooms, activities they perceived as most effective, and reasons for these perceptions. By exploring interactive activities such as role-playing, storytelling, discussion, etc, the research identifies activities that students perceive as effective in building their fluency and confidence. The data collection involved a qualitative survey of 80 junior and senior students and semi-structured interviews with 10 third and fourth-year students to collect in-depth data. Evidence from data analysis showed that students were able to identify common classroom activities and the benefits these activities contribute to improving their speaking skills, as well as point out the difficulties they encounter and suggest possible solutions to those problems. These findings emphasize the importance of active engagement, collaborative activities, and technology in fostering meaningful learning experiences. Furthermore, the research examines students' challenges and suggests solutions based on their insights and preferences.