This document outlines an action research project aimed at developing student confidence in speaking English at the primary level. The study was conducted over six weeks with three students in the third grade of a primary school in Hyderabad, Pakistan. Data was collected through teacher interviews, classroom observations using checklists before and after implementing speaking activities, and analysis of student participation and performance. The results showed that conducting regular speaking activities helped increase student confidence and reduce shyness. The study concluded that teachers should use varied teaching strategies to engage shy students and develop their confidence in speaking.

1. Title:
DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL
Submitted By
Syeda Kainat
Under Supervision of Ms. Nadia Thalho Lecturer GECE (W) Hyderabad
Coordinator Ms. NADIA THALHO Lecturer
GOVERNMENT ELEMENTARY COLLEGE OF
EDUCATION (W) HYDERABAD
Academic Year 2020-21

2. Content
 Introduction
 Problem statement
 Research objectives
 Research Questions
 Literature review
 Research methodology
 Time span
 Action collection Data and Managing the Analysis on Action research
 Cycle
 Action 1: Report on Reconnaissance
 Action 2: Teacher interview (Thematic Analysis)
 Action 3: Pre-Observation (Checklist)
 Action 4:Activity on classroom
 Findings
 Conclusion
 Recommendations

3. DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL
1. Background of the study:
Education is the process of teaching to develop the knowledge’ skill or character of the
student .The primary goal of education is to make a student a life-long learner and
confident speaker in self- confidence of class or a public place. The self-confidence
helps to achieve the primary goal of education which results students learning
confidently self- confidence is key to unlocking your unlimited potential. Speaking in
front of classroom may make students’ thoughts raise and palms drip with sweat. It’s
something a lot of students dread’ but it’s also something almost everyone will have to
do at some point. Although speaking in front of a group of your peers is admittedly
difficult’ it is not possible preparation practice’ and presentation will help you achieve
your target of staying calm ’cool and collected during your speech. Self-confidence is
the internal feeling that you can do something and do it well. Self- confidence comes
from first-hand knowledge of the task at hand knowing your strengths and weaknesses’
applying your skills to any situation’ self-confidence is an extremely important in
almost every aspect of student’s lives weakness is an emotion that affects how a person
feels and behaves around others Weakness can mean feeling uncomfortable’ self-
conscious’ nervous’ bashful’ limed or insecure. Students who feel shy sometimes notice
physical sensations like blushing or feeling speechless’ shaky-or breathless shyness is
the opposite of being at case with yourself around others. When students feel weak-
they might hesitate to say or do something because they are feeling unsecure of
themselves and they are not ready to be noticed.

4. DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL
1.1 Objectives of the study
The following are the objectives of my research which I have to try to addressing during study:
To assess the teachers’ opinion about shyness of students to speak in front of classroom.
To observes and find out the reasons of shy students to speak in front of classroom to develop the self
confidence of shy students to speak in front of classroom.
1.2 Statement of the problem:
During my teaching practice’ I observed that students are not confident to speak in front of classroom because of shyness
and lacking of such sort of activities in the class .I saw different types of students in class. I observed the shy students in
my teaching practice .Those students that not speak in front of classroom. During the lesson’ I give chance to students’
to speak but such students don’t speak in front of classroom. During the teaching when I checked the copies of
examination I shocked because shy students write correctly and write the proper answer of giving questions. I’m very
surprised in checking copies. Those students write the correct answers they feel shyness in class and don’t speak in front
of classroom that’s means they have knowledge but they hesitate and feel shy in classroom. I have often observed the
reasons shyness of students. To be able to overcome their shyness’ we need to understand the reasons behind it.
Here are the four main reasons that shyness occurs:
 The first is a need for control.
 The second reason for shyness is a lack of trust.
 The third reason for shyness is fear of judgment.
 The fourth reason for shyness is being critical towards us and others.
So I have an idea in my research that I choose the topic “develop student confidence in speaking English at primary level”

5. DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL
1.3 Research Question:
1. What are the factors that promote students’ confidence to speak in English language of classroom?
2. Is students’ confidence increased as a result of change in teaching approaches?
3. How cans a teacher help students to identify strategies to help them learn most and develop the confidence?
1.4 Significance of the study:
As a perspective teacher’ I am aware that getting students to speak of classroom can be hugely beneficial. It can bring
a healthy competition to learning which can motivate students to strive harder for results and’ perhaps most
importantly of all’ it exposes them to develop their own reasoning skills. This sort of learning teaches student to think
more deeply because the answer is not supplied the teacher or a text book. This research study will be beneficial to
knows about the reasons no confidence students: shyness just because of the culture of the society’ lack of
confidence’ nature and nurture issues. Now teachers become able to know genuine reason about the shyness of
students. This research will help teachers to know the different strategies which help to develop the self-confidence of
shy student’s .After this teacher will treat easily shy students to speak in front of classroom.
1.5Delimitations of the study:
This action research was conducted at Government Primary level attached with Government Elementary Collage of
Education (w) Hyderabad with grade 3rd students because of shortage of time I was only be limited to this research
site and is also convent to me because of my teaching practice school.
Action research can be engaged in by a single teacher’ by a group of colleagues who share an interest in a common
problem’ or by the entire faculty of a school. In schools’ action research refers to a wide variety of evaluative.
Investigative’ and analytical research methods design to diagnose problems or weaknesses whether organizational’
academic’ or instructional and help educators develop practical solutions to address them quickly and efficiently.

6. DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL
REVIEW OF THE LITERATURE
2.1 Theoretical framework:
In this action research I will explain what self-confidence is and causes of confidence
and how necessary encouragement and self-confidence are in classroom. The
theoretical framework is centered on teaching approaches and learning styles and
importance of promoting self confidence in order to have more active participation to
speak in the front of classroom. The theoretical framework (define), for my present
study I have read many theories but the most related theory with my work is Multiple
intelligence where I followed the theory of Howard Gardner’s Multiple Intelligence
Theory. I also integrated revised theory this summary (2005-2012).

7. DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL
behavior, was born (according to his brief autobiographical paper’ One Way to Mak e social scientist;
2003), cross-eyed, myopic, color-blind and unable to recognize faces. There’s hope for us all.
1. Research Methodology
Research methodology is the specific procedures or techniques used to identify select, process and
analyze information that allows the reader to critically evaluate a study’s overall validity and
reliability- It explains the research setting. The sample and process of data collection and data analysis
procedure qualitative method study was conducted using qualitative research methods Creswell (2014)
suggests that researchers should choose methods that help them answer their research questions or
support inquiry into their specific area of interest as justified- in this case qualitative research it
involves interactive processes at different phases of the research-

8. DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL
3.3 Research design of the study
Action1 concert
letter
Action2 checklist
on classroom(pre
observation)
Action 3 activity
on classroom
Action4
(post observation)
3.4 Data collection
I have collected the data form of teacher’s responses and observation checklist on presentation. In this
research, the data being collected is qualitative in nature, researcher was collected data through
qualitative research method and researcher was observed the students in the classroom before and after
applying this research in to collected data. This study was conducted over a period of Sic weeks.
3.5 Interpretation & presentation of data:
Research analyzed and interpreted the data by using MS Excel 2007 and MS Word 2007 chart and
column chart are used to exhibit and descriptions are also given for the understanding of the information.
3.6 Instrument/ tool used in research
This following instrument/ tool was developed and used for this research study: interview questionnaire
the interview questionnaire was used at action two. This tool is divided into two phases. In first phase
collect data from students 3rd grade, four participants are used to collect data, two Urdu medium
students in second phase collected data from teacher
Research framework:
The following figure shows the overall process for this study is based action research.
Process of this action research study

9. DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL
Plan
Act
Observe
Reflect
3.7 Target population of the study
The population of this study consisted of the teachers and students of grade 3rd of GOVT PRIMARRY
SCHOOL attached with GECE (W) HYD. There are total 9 students in class 3rd.
3.8 Sampling methods
Simple random sampling and Purposive
3.9 Sample size:
My study is limited to the 3 students of class 3rd and 1 teacher (who are teach in class 3rd) at GOVT
PRIMARRY SCHOOL attached with GECE (W) Hyderabad
1. Actions on collecting and Managing Data analysis of Cycle:
Today I meet and plan my research topic with the Head Mistress of government primary school attached
with G.E.C.E (W) Hyderabad Date: 6-10-2020 to give my research letter and take permission to conduct
a teacher’s interview and observation of grade 3 students
Action2: checklist on classroom (Pre-observation)
Action1: Reconnaissance
I observe the students during their teacher was teaching them and the aim of reconnaissance stage is to
know the of teachers about the weak students and observed the weak communication during English
classroom. In view of first reconnaissance 28-10-2020 and pre observation of students I analyzed that some
teachers are sure that their students don’t feel weak and speak confidently in reading of classroom, but the
situation is completely change in classroom.

10. DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL
The objective of students through checklist
3 3
2 2
1
2 2
1
0
1
2
3
4
Yes Some how No
1. 2. 3. 4. 5. 6. 7. 8.
Discussion on Precheck list:-
This checklist is designed on the students’ performance during the classroom here a student teacher has
observed that how much students are taking interest during English classroom, where the result came in
pre check that criteria 1 Yes is categorized 0n (3) students were involved during class. There
communication with teacher and their eye contact and body languages was perfect. Second criteria Some
How (2). There communication of students during class was not more where some point caterer side
that students were on Focused on topic, involved during Use of board and developing confidence during
reading txt also hay in vocal sound. No (1) There communication of students during class was not where
some point from checklist Cato Garside that students were not responding Q/A during English class.
Action 3 activity on classroom
I plan those type of activities in which students take interest and develop confidence to speak in front of
the classroom I take four actions and conducted the session in class 3rd for selected students of my action
research study. In this session, I conducted an activity. The activity name is self-introduction, this activity
have 3 steps and each step conducted one by one as (step no 1 on 16-11-2020 9:00 AM to 11:00 AM),
(step no 2 on 17-11-2020 9:30 AM to 11:30), (step no 3 19-11-2020 9:00 AM 11:00 AM) this activity are
very beneficial to reduce shyness and develop the confidence to speak in front of classroom. I observe
the students by using post observation checklist same as pre-observation to know that how much
confidence develop the students after conducted activities in classroom.

11. DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL
Action4: checklist on classroom (Post-observation)
I observe the students during their teacher were taking more interest in teaching as well participation. I
saw those students were shy feel so much excited in giving presentation during English classroom.
The objective of students through checklist
0
0.5
1
1.5
2
2.5
3
3.5
1. 2. 3. 4. 5. 6. 7. 8.
Yes
Some how
No

12. DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL
Discussion Post checklist-
This checklist is designed on the students’ performance during the last
classroom here a student teacher has observed that how much students are
taking interest during English classroom and compare that students were
performance more than pre-observation , where the result came in pre
check that criteria 1 Yes is categorized 0n (3) , students were involved
during class. There communication with teacher and their eye contact and
body languages was perfect and given best output. Second criteria, Some
How (2) Clarity in vocal voice, Use of board, It’s my success that have
achieved objective and give changes.

13. 1. Conclusion:
The purpose of this action research was to reduce the shyness and develop the self-confidence of students
to speak in front of classroom. Some students are intelligent and get good marks in exams but they have
a problem that they don’t speak in front of classroom because of shyness and they also don’t participated
in classroom activities and teachers ignore this type of students. The focus of this study was to motivate
the shy students to speak confidently in classroom, and also aware the teachers to different strategies
which help in developing the confidence of shy students. In this research qualitative approaches were
used and include observation checklist and questionnaire tool. Research arranges the students and
conduct activities. Pre and post observational result were showed the improving in students; they speak
confidently in front of classroom and participated in classroom activities. And teachers used different
strategies in classroom to develop the confidence of students. This was the achievement of researcher. A
present study is the limitation is that three students of Govt High School, the concept of research was to
develop the self-confidence of shy students to speak in front of classroom. The major contribution of my
study was to observe the content areas of shy students. It is my hope that future studies will be done
looking at all students of different classes and will be lead on comparison with the present study area.
This study is more reflect on students studies where they emphasized themselves as confident but
futuristic will cover the weak (finding) areas of studies and modify the problems of students.
DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL

14. 5.1 Recommendations:
I recommended that teachers should use the different pedagogies and strategies own her teaching style
then shy students will reduce their shyness and improve their self-confidence. This study should help to
students and teachers to identify problem and help them. In this research prove that if teachers give extra
time and extra concentration to motivate the shy students then they may be a confident student. Here
some suggestions are given below for teachers:
Teacher should bring the shy students to the front.
Teacher should call on students even when they don’t have their hand raised.
Teacher should get your extraverts to help.
Teacher should always remember to involve them.
Teacher should take a minute to talk them one on one.
DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL

15. DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL
Time Span on Action Research Cycle
Action Date Place Tool used Meeting
1 6-10-2020
Pc
School
Attached
with
GECE
W
Hyderabad
Sindh
HM for submit
consent letter
HM
2 28-10-2020 Pre check list Teacher and
students
(Classroom)
3 step no 1 on 16-11-2020
step no 2 on 17-11-2020
step no 3 on 19-11-2020
Activities Classroom
4 -9-2020 Post Checklist Classroom