Action Research

I conducted my action research at Z.K. Mendapara School in class 9-C, focusing on students who had difficulty reading and speaking English words. I selected 10 students who struggled with pronunciation. They found it hard to read even simple words correctly, and they were also very shy and hesitant to speak. Since the school had a tight schedule, I couldn’t take extra classes, so I worked on this problem during regular classroom sessions.

I observed that these students often mispronounced common words and hesitated while reading aloud. Some of them skipped difficult words or spoke in a very low voice. Their lack of confidence made them afraid to read in front of others. I decided to help them by making reading and speaking activities a natural part of my lessons.

During class, I used short and simple activities to encourage them. I started with easy words and made them repeat after me. I asked them to read individually, ensuring each student got a chance to practice. To make them feel comfortable, I never pressured them and gave them enough time to read at their own pace.

Since they were very shy, I used pair reading so they could practice speaking in a comfortable setting. I paired them with classmates who spoke better English so they could learn through listening and repeating. I also introduced fun word games to make learning less stressful.

To build their confidence, I praised every small effort they made. If they mispronounced a word, I corrected them gently and encouraged them to try again. Over time, I noticed small improvements. They started reading a little louder, hesitated less, and even attempted new words without fear.

Even though I had limited time, I saw progress. These students still needed practice, but they were no longer completely silent. They tried, and that was the first big step toward better reading and speaking skills.