Learners’ Views on Active Learning Practices in English Speaking Instruction

Abstract

Speaking is one of the most important yet challenging skills for learners in English as a Foreign Language contexts. Many students experience difficulties in oral communication due to speaking anxiety, fear of making mistakes, limited vocabulary, and low self-confidence, which often hinder active participation and the development of communicative competence. Active learning has been widely recognized as a student-centred approach that promotes engagement, collaboration, and meaningful language use. Therefore, this study aims to explore students’ perspectives on the implementation of active learning methods in English speaking classrooms and identify factors influencing their speaking performance. This study employed a qualitative research design involving senior high school and university students who had experienced English speaking instruction. Data were collected through open-ended questionnaires focusing on students’ learning experiences, challenges in speaking English, and perceptions of effective classroom activities. The responses were analysed thematically to identify recurring patterns and key themes. The findings indicate that speaking anxiety, fear of negative evaluation, and insufficient vocabulary are the main barriers to students’ participation in speaking activities. Participants reported that active learning strategies, particularly role-play, group discussions, presentations, and contextual communication tasks, enhanced their confidence, fluency, and willingness to communicate in English. Furthermore, supportive feedback and classroom environments reduced anxiety and encouraged participation, reinforcing the role of active learning in improving EFL speaking skills.