Problems with achieving speaking competence in English language classrooms67

often not the case. Research has shown that issues arise from both the teachers (overuse of the mother tongue, speaking too much and not having enough time for English speaking

activities) and the students (having nothing to say, feelings of inhibition and rarely participating) (Ur 2002).

In a classroom where the teacher and most of the learners speak the same mother tongue, then they often use their mother tongue instead of the foreign language. Although it feels natural and is easier to speak in the local language, it is counterproductive in teaching and learning a foreign language, because everyone will overly rely on translation (Zhenhui 2001), and students should understand how crucial it is to use English as often as possible in the classroom (Son 2011). Therefore, teachers should always give instructions in English and the use of the mother tongue should be limited.

Apart from not using the local language in a foreign language class, the teacher should not be the sole speaker in the classroom. Littlewood, Liu, and Yu (1996) stated that if teachers speak more often in class, then there is little time for students to improve their communication skills. If the teacher speaks more often, then the students are basically being deprived of the chance to improve their speaking skills.

If not enough time is spent on speaking activities, then the students cannot improve their speaking skills. Not all students may have time to speak, or they are put in an uncomfortable position to answer the question spontaneously. If more time is given to speaking activities, then the students can discuss the answers in small groups or pairs, come up with more ideas and organize them before answering.

Some factors affecting the speaking competence of a classroom stem from the learners.

The learners might feel inhibited when they try to communicate in a foreign language classroom. For example, they might be shy, concerned about making mistakes, being criticized or losing face. Unlike reading, listening and writing activities, speaking requires that the learners have an adequate amount of exposure to an audience.

Even if the learners are not reserved, they often state that they have no idea about what to say (Willis 2007). The learners may not be able to come up with something original if the answers are limited. If they have no idea of what to say, then they are not motivated to speak.

In addition, when speaking activities are just open discussions with only one learner talking at a time, then it is practically impossible for every member of a large class to participate equally. In these situations, dominant learners tend to speak more than those who speak very little or not at all.

In regards to the current study, all of the above-mentioned factors will be addressed in consideration of primary school student’s speaking competence. The teacher should give instructions in the foreign language, spend a minimal amount of time talking and allocate more time to speaking activities. To best assist the students’ engagement in speaking activities, teachers should use the appropriate communicative activities that are tailored to the students’ interests, needs and choices (Stribling 2003, Holt 2001). The next part of this study is to determine whether or not the suggested technique (i.e., drama) is suitable for the students and can improve their speaking competence.

“If a learner of English asked you ‘What is a blind person?’, you might simply reply, ‘A blind person cannot see’, and this would probably satisfy him intellectually. But if you replied, ‘Shut your eyes and try to find your pen on the desk in front of you’, you would be involving him in the actual experience of being blind, and would thus satisfy him not only intellectually, but emotionally as well, and possibly inspire in him feelings of empathy with all blind people. He would be more likely to remember the meaning of the word as a result of this moment of direct experience” (Wessels 1987, 7). This, in oversimplified terms, is one of the precise functions of drama.

Drama has been used to teach a language since the Middle Ages (Sam 1990) and is used to teach EFL today. The use of drama in EFL classes does adhere to the principles of CLT.

According to Belliveau and Kim (2013, 6): “Drama in the language classroom is ultimately indispensable because it offers a lens for learners to use their imagination. It draws upon students’ abilities to imitate and express themselves and if well handled, it should arouse interest and foster personal development. Drama encourages adaptability, fluency, and communicative competence”. Language is put in context, learners are given the experiences of success in real-life situations and armed with the confidence for confronting the world outside the classroom (Davies 1990). CLT and drama share a common aim to create situations for learners to be fluent in the language (i.e., achieve speaking competence). This chapter begins with an introduction to drama in general, and its roles in education and in foreign language classes will also be discussed. This section will also introduce drama activities, how they are implemented, and discuss the role of the teacher.