PEDAGOGICAL STRATEGIES TO ENHANCE ENGLISH SPEAKING SKILLS IN HIGHER SECONDARY LEVEL CLASSROOMS

Abstract

This study investigates classroom-based pedagogical strategies to improve English speaking skills among higher secondary students in Sahiwal, Pakistan. The primary aim is to explore effective and practical methods that teachers can use to develop students’ oral communication abilities within a local classroom context. A three-month spoken English intervention was implemented, using a mixed-methods approach that combined data from student questionnaires and in-depth teacher interviews. Findings reveal that students commonly face difficulties such as lack of self-confidence, limited practice opportunities, weak vocabulary, and fear of making errors. However, interactive strategies like group discussions, role plays, student presentations, and integration of multimedia tools significantly improved students’ engagement and fluency. Teachers emphasized the importance of professional training, relevant teaching materials, and infrastructural support to implement these strategies effectively. The study offers useful insights for language educators, policymakers, and curriculum developers aiming to improve spoken English proficiency in secondary schools across Punjab, particularly in less urbanized regions like Sahiwal.