Abstract

 Language is the main means of communication, and the goal of English language instruction is to provide pupils with the ability to understand and use the language orally and in writing. It also bridges the ideas and emotions of communicators. This study focuses on the difficulties Bachelor Level students at the Aadikavi Bhanubhakta Campus, Damauli, Tanahun encounter when learning English as a foreign language (EFL) in the classroom, with a particular emphasis on their reluctance to speak the language fluently. The study investigates the causes of this reluctance, including the impact of mother tongue and culture, deficiency of motivation, conventional teaching methods, and an unbalanced emphasis on particular language abilities. In-depth interviews with four bachelor-level students from various language and cultural backgrounds are conducted as part of the research’s qualitative design. The results show that the student’s reluctance to talk in English is caused by various factors, including the prevalence of their mother tongue, cultural norms at home, a lack of drive, and conventional teaching approaches that place a higher value on written than oral fluency. The participants offer strategies to deal with these issues, highlighting the necessity of peer group discussions, interactive and communicative teaching methods, and activities encouraging student autonomy. They support an adaptable method that lets students from multicultural and multilingual backgrounds express themselves freely without worrying about making grammatical or pronunciation mistakes. The study highlights how crucial it is to establish a welcoming and inclusive learning atmosphere to improve.

Key Words: proficiency, language, hesitation, challenges, communicative

Introduction

Language helps to exchange information, news, feelings and many more between or among conservationists. It also helps share fears, tears and cheers among speakers and listeners.Nepal is a country of cultural, religious and linguistic diversity. After the implementation of the Interim constitution in 2007 AD, the dawn of multilingualism and multiculturalism was heralded in Nepal. It states that Nepal is a secular, multilingual and multicultural country.

The constitution has stated that receiving a basic education in one’s mother tongue is a fundamental right. Subsequently, the Ministry of Education (MOE) in its 2007 National Curriculum Framework for School Education stated the need for acknowledging local knowledge, cultures, and languages in schools. According to the current Constitution, Nepal is a secular, inclusive, democratic, socialism-oriented state where we can perceive that “All the Nepalese people, with multiethnic, multilingual, multireligious, multicultural characteristics” (Part 1, Article 4). “Every Nepalese community residing in Nepal shall have the right to get education in its mother tongue and, for that purpose, to open and operate schools and educational institutes, by law.” (Article 31).

The purpose of English language education is to provide students with the capabilities to understand the language appropriately and to have good ability in written and oral (Richard, 2008). Since English is an international and global language, it works as a passport for the conversation. It bridges between or among interlocutors. Listening, speaking, reading and writing are four language skills which are divided into two skills receptive and productive. Listening and reading fall under the category of receptive skills and speaking and writing are productive skills (Saraswathi, 2004). Speaking is the primary means of communication. Speaking skills are a must at any place at any time. It enables conversational partners to express inner feelings. It also fosters the analytical, interpretive, synthetic, evaluative, creative, and critical power of the speakers and listeners. In addition, it generates, articulates, fosters, convinces, persuades and sometimes distracts the conversational partners too. In the context of Nepal, it has been geographically and administratively or politically divided into different factors. Geographically or naturally, it has been divided into the Himalayan region, the Mountainous region and the Tarai region. The majority of people from Thakali, Tamang, Lama, Gurung etc live in the Himalayan religion, Magar, Gurung, Brahmin, Chhetri and other castes live here. In addition, Danuwaar, Rai, Limbu, Lepchaa, Waaiabaa, Shah etc live in the Tarai region. They have their typical language and culture. National Education Policy 2019 states “management of multilingual education based on mother tongue, Nepali and English as a medium of instruction in addition to the mother tongue according to the linguistic diversity of Nepal, children’s interests and needs.” (Policy 10.8).

As a faculty member in the English Department, at the same aforementioned college, i.e. Aadikavi Bhnubhakta Campus , Quality Assurance and Accreditation (QAA) -certified affiliated college of Tribhuvan University, I have been teaching English to undergraduate students mainly from the Humanities and Social Science Faculty, Management and Education Faculty for 5 years. Nestled in the western part of Nepal, the campus  has been the intellectual hub of English education for mainly the students of Tanahun, Lamjung, Gorkha, Nawalpur and other adjoining districts. English has been a charming subject for many aspiring students mainly female, ethnic, indigenous, Dalit and many more who are planning to go abroad and who long to be English teachers. One interesting point is they are from different linguistic, cultural and socio-economic backgrounds and abilities and have their own peculiar speaking English experience. An individual owns his/her language and culture. (Chand, 2020) stated, “Our community is mixed up with people from these diverse cultures.” So are in the classroom. Previously, i.e. before conducting this research, I guessed that there was variety and prosperity in speaking English in such a multilingual and multicultural class but it was beyond my expectations when I talked with them so I had a keen desire to research it.

However, most of them belong to lower socio-economic families and they do not have good skills in English because of their origin, i.e. the influence of mother tongue, lack of confidence, practice interaction, home environment, community school background, lack of exposure, fear, lack of motivation and feedback, teachers’ interference, fear of making mistake and poor English background. When it comes to speaking skills in English in different contexts such as delivering a speech, participating in speech contests, individual presentations and interaction, I particularly found students from bachelor-level students even who are  majoring in English at the campus are unable to properly speak English fluently, and unhesitatingly communicate in different contexts. Students even majoring in English who hesitate to communicate properly in English without hesitation seem to be challenging not only for students but also for me as long as I have been teaching English over the last twenty years from the grassroots level to the Bachelors’ level in different public and private schools and colleges of Nepal.

Purpose of the Study

This research paper, ‘Learners Hesitation in Speaking English in the English Classroom in Multicultural and Multilingual Context ‘ aims to diagnose critically the scenario of English language skills mainly speaking skills from different perspectives in the aforesaid campus. The chief purpose of this research was to find out the main components that have obstructed Bachelor Level students of the aforementioned college in English EFL classrooms. The main target of this research paper was to investigate the main causes of hesitation and suitable alternatives to solve them.

In addition, it aims to explore why the students are lagging in nurturing their speaking power and how this problem can be sorted out with specific strategies or solutions with the interconnection of existing policies of multilingualism and multiculturalism. The final motto of this research is to enable students to separate whether nurture or nature is more important in speaking English. Eventually, it targets to chase perfection and pleasure in speech. If not, they are received, they are likely to bring excellence and hope. This results in a win-win situation.

Research Questions

The undivided purpose of this research is to find out the situations, components and appropriate solutions hesitation of students while communicating in an EFL classroom and outside its periphery. I designed research questions clinging or sticking to my objectives. My research purpose bound me to design my main question in the given ways:

• How is the speaking scenario of their college and how do they feel while teaching or learning to speak English in multicultural and multilingual contexts?

To ease, lead, further my research and reach the knowledge construction level with step by step-by-step procedure, I designed the auxiliary questions which are listed below:

• What are the problems they are facing in such a context?
• How can we solve these problems?

Theories Implied

Nepal cherishes the diversity of its languages, cultures, and religions. Nepal’s Constitution has acknowledged the value of multilingualism and multiculturalism in the nation. Every Nepalese community living in Nepal is also guaranteed by the Constitution the right to receive an education in their mother tongue and the right to establish and run schools and other educational facilities for that purpose.

For pupils to have effective written and spoken communication skills, as well as proper language comprehension, English language instruction, is essential. The two categories of language skills—receptive and productive—are speaking, listening, reading, and writing. Speaking is the most important form of communication and is necessary everywhere, at all times.

In this research, I have used Constructivist and Communicative constructivism theory. Constructivist theory is a post-structuralist theory of evolution and development that deals with knowledge construction and learning. It explains how structures, language activity, and meaning are developed. According to Burleson (2007), constructivism is a general theory of communication skills that examines skilled behaviour concerning three major communication processes: social perception, message production, and message reception. The author describes some of the background factors that lead some people to emerge as highly skilful communicators and others as less skilled.

Communicative constructivism elaborates on social constructivism and links it to Habermas’ theory of communicative action. It considers knowledge, body, performance, and objects as part of communicative action. The CLT approach allows both teachers and students to transfer their traditional teaching and learning beliefs into an innovative teaching and learning approach. For example, a well-known educator (Dos Santos, 2019a; Dos Santos, 2019b) in language learning advocated that today’s students like to use technological-assisted materials and tools for language learning, such as social media platforms and internet chat groups. To meet the needs of these students, such visual and interpersonal communicative tools must be created and employed.

Methodology

I chose an interpretive research paradigm for the study. This is a qualitative research design study. Narrative inquiry is a qualitative methodology of studying the experiences of participants through a recollection and spontaneous narrative of lived stories and events. (Clandinin and Huber,2010). For this purpose, four bachelor-level students of the aforenamed campus from different language and cultural backgrounds were interviewed and information was collected. Among them, one of them was from the Muslim community, next from the Magar community, another from the Gurung community and the final one was the student who was reared in India with a different culture where Panjaabi was used as the main language. The selection of the students itself was diverse and inclusive by nature so I expected unique output or results too. For that purpose, I interviewed them in depth and collected the data. Next, I used a mobile phone and recorded the audio interview. Being an interviewer and researcher, I filtered, evaluated and analyzed the transcription. Finally, I drew out the conclusion. Besides, different sources, I visited and surfed various research sites, blogs, and websites as secondary sources for this research.

Every individual has the right to secrecy. Even the constitution of Nepal has such provision for the right to privacy. Article 28 of the Constitution of Nepal, 2072 BS, explicitly outlines the right to privacy. It stipulates that the privacy of an individual’s life, residence, property, documents, statistics, correspondence, and character-related matters shall be inviolable, except when constrained by the law. Confidentiality and ethical issues are utmost in any research. For that motto, the names of the participants are changed into pseudo-names to preserve anonymity. Among them, the first participant is named Mr A, the second one is Ms B, the third participant is Ms C and the fourth or final one is Ms D. Likewise, the original words of the participants are written to maintain the trust and originality of the research.

Discussion and Findings

Speaking skill is the buzzword and popularly demanded practical skill in today’s world. However, it has been just like a fishbone stung in the throat to those who are studying English as a second, third or fourth language in multilingual and multicultural contexts. There are reasons behind it though it needs one and all. Hesitation has been a chief hindrance to sharing inner feelings because of which the voice that is supposed to be expressed or heard  always remains in a vacuum. For that, they express their problems being hesitated and have come up with specific measurements too which work as a catalyst to boost their speaking skill. With the in-depth interview of four bachelor-level students, the interpretations are made here.

Theme 1 : Influence of Mother Tongue and Culture

Home is the first school of the child because either civilized or educated culture and language or barbarous or know-nothing culture begins from home. The child learns the first language at home. The ability to communicate effectively in English exemplifies the correctness of pronunciation and intonation and directly affects the appropriate communication in conversation (Zhang & Yin, 2009). Mr A, Ms B and C belonged to Muslim, Magar and Gurung communities respectively. According to them, they were highly influenced and dominated by their mother – tongue, culture from home and dominance of teachers. Mr. A said, “I could not speak English unhesitatingly because of the influence of culture. I had to recite Quaran and Namaz instead of reading and speaking English. Not only that, they spoke Arabic, and Urdu at home instead of Nepali. When I joined in school it was too difficult to learn Nepali and English simultaneously so I was lagging in English because they were his third and fourth languages instead. Further, he added his anecdote when he was in school. He said, ” My school used to call every student one by one to deliver the speech in the class in English period but I was almost hopeless and my mind went blank. The teachers were nitpickers and only criticised grammatical errors, pronunciation, and tone. I was almost paralysed and could not express my view in the way that I expected and speak nothing due to the interference of my mother tongue and culture.” But what he now opines is that he is a little bit improving due to peer talk at college and school since he is a teacher too. He also added that the memories of those days sometimes haunt his college, and professional life.

 Similarly, Ms B and C were dominated more than Mr A due to the excessive use of their mother tongue at home and even at school. Ms B said, ” I was reared in a monolingual and monocultural society where all the neighbours belong to the Magar community who only use  their mother tongue and culture. When she went to school too, she found almost the same environment because more than 90 % of students and personnel of the school belonged to her community. When I was called to speak last year in the class, I was almost dumb and could speak nothing due to hesitation that was because of the interference of my mother tongue. The reason behind it was that  we hardly practised English so I felt hesitant while speaking in college and public. Now I had a little bit of improvement in speaking when I started interacting with my teachers and began working as an English teacher in a private school in my locality.” The story of Ms C was also interesting who belonged to the Gurung community. She said, “Our English teacher learnt the Gurung language and taught us to translate in that language when we did not understand English. How could we speak English in school when we could not understand and speak Nepali either? It has hindered me in my college too. Now I have started teaching in public schools where English is used as the medium of instruction so I should say there is a green signal of change in my speaking ability. ” Likewise, the fourth one Ms D said,” I was reared in India. Though people thought I had good English speaking power it was not in the past and is not at present either due to the influence of Hindi and Punjabi. Our neighbors and schools focused on those languages, nevertheless English. I hesitated due to distinct accent, tone, and pronunciation in my college since Punjabi and Hindi have dominated my English”

Theme 2: Lack of Motivation

Motivation is a state of cognitive arousal or internal drive that pushes someone to do things to do something. It is the heart of learning. It reduces tension, energizes and activates the students. But the participants are far-flung which is one of the core causes of hesitation of motivation. It is mentioned in the literature that motivation is a key to students’ learning success (Chinmoy, 2007). In this sense, motivation is a key consideration in determining the preparedness of learners to communicate. Zua (2008) further adds that motivation is an inner energy. She says that no matter what kinds of motivation the learners possess it will enhance their study interest. However, I have found distinct data in this research. This is the case with one of the participants Mr. A expressed that his orthodox and strict father never allowed him to read loudly nor speak English at home, though he was too willing to learn, talk, and lead ahead. He added, ‘My family environment discouraged, demoted, and hesitated me to speak and improve my English.’ Another participant Ms B had a different version in this case. She said, “My family, school, and surroundings had hegemony of the Magar language and culture. I should say my luck was  fifty-fifty and  I enjoyed listening to English speaking mainly during festivals and holidays when my neighboring brothers and sisters who came to the village from the town had gone for study purposes and foreign countries for studies and jobs and conversed in English with their fellow friends. Sometimes I used to add ‘yes or no in the middle. That was that .”

Similarly, another participant, Ms C responded that teachers always used dogmatic and authoritarian styles since her school education till this date. She responded, “We were always criticized, ignored, and harassed while speaking English by our colleagues and teachers. The teachers only focused on grammar and pronunciation rather than fluency and content.” Similarly, the next participant Ms. D expressed that they never got an opportunity to share their inner feelings and opined that speaking English was a far cry from what she along with her colleagues had expected because the teachers used only teacher-centered lecture methods while teaching and they were never motivated to speak and use their feelings without hesitation. This shows that too much correction and interruption by the teacher discouraged learners and hesitation reigned over them. 

Theme 3: Use of Traditional Teaching style

Teaching is an art which is to be updated according to time and situation. While doing research, I found that students hesitate to speak English because of the outdated monotonous teaching style. Mostly pedagogy is based on grammar translation and outdated theories and methods in remote areas to date. One of the participants Mr A said, “Our teachers rarely use interactive and communicative approach or true learning style to teach where students never shared their opinions because they only used chalk and talk principle though the projectors, smart TVs and multimedia devices availed in the college. It would add a cherry on the cake and we would be encouraged to express our inner desires and feelings with their proper use.” Though it is said that students are not empty pots waiting to be poured knowledge delivered by the teachers nor passive listeners rather they are to participate in the teaching and learning activities of the classroom, the teachers are still using deductive and teacher-centred lecture methods in the classroom where students can act nothing except yawning, moving limbs nonetheless uttering any English words in the forty-five-minute classroom. What can be more than this for the hesitation among students? Poorman (2002) observes that ” true learning cannot take place when students are passive observers of the process”. In addition, another participant Ms.D responded that our teachers only wrote notes on the whiteboard, which we copied and they used the grammar-translation method to make us understand but never asked us to discuss, analyse, comment, evaluate and interact on it which made us lag on speaking. This shows that students are presented as silent dummies or empty pots waiting to be filled by teacherly knowledge who do not act anything rather than considered bright sparks waiting to be ignited.

Theme 4: Biased Use of Language Skills

A vivid and effective communicative class is supposed to be the integration of the four language skills training, in which the teacher needs to establish a positive atmosphere, plan appropriate activities, encourage learners and deal with problems sensitively (Davies & Pearse, 2000; Jing, 2006). Although all four language skills, i.e. listening, speaking, reading and writing are equivalent. After researching, I found the reality a bit different. Participant Mr. A reported, “We faced hesitation to speak English because the teachers only focused on writing and reading skills nevertheless speaking and listening. We were rarely allowed to participate in peer group discussion, interaction, demonstration, speeching, even drilling, presentation, elocution, extempore, or group work which would comfort, ease, confide, explore, enrich, and ultimately enable us to express our feelings.”

 Similarly, the next participant Ms. D stated, “Our exam system also has weakened and made us hesitate to speak English because it is based only on written skill. Even practical marks are often given according to written exams or class performance. The teachers also never let us involved in oral practical skills like speaking, listening, interacting and other works. To a great surprise even though all the language skills are intertwined and function like connecting the dots or chain of a bicycle, we practiced little reading. We buried our feelings deep in our hearts but never thought as potential seeds which are likely to germinate and quickly waited for the time when we could speak and express ideas but those days did not occur according to our expectations. We were instructed to write and reading as ivory tower and speaking as step- mother or sisters. We sometimes watched English movies or speaking videos on TV, YouTube etc in the classroom which was not adequate. ” This speaks that speaking classroom should never be under the teacher’s strict control where s/he uses chauvinistic dogmatism. S/he is to be dependent on what learners act or do, what they say or opine and what they realize or feel. The students  deconstruct, reconstruct, reflect, experience, learn, unlearn and relearn more than tutored by the teacher.

Theme 5: Irrelevant Evaluation of Speaking Skill

Though speaking skills are the primary and productive skill of learning a language, participants B and C responded that it is illogical, irregular and irrelevant in their context. It is managed either before the annual exam once or practical marks are mostly given on a random basis where the halo effect and horn effect are likely to be practised. This sort of practice sometimes resorts to inviting dubious to find who are the goodies and who are the baddies in language skills. National Curriculum of English (2007) clearly states that all four language skills should be tested in the SLC exam. The school should conduct listening and speaking tests internally regularly, keep the records and send them to the concerned authority but it is not strictly practised from the grassroots, tertiary and upper,i.e. college or university level so that students can develop proficiency and confidence in language learning mainly speaking. Students require proper and regular feedback so they are to be given it from time to time. In a more recent study, Akter (2010) proved that giving feedback to the learner on their performance was an important aspect of effective teaching. To fulfil this purpose, a continuous speaking and listening evaluation system along with immediate and essential feedback is a must.

Solutions of Hesitation

There are no problems sans solutions. Every problem has its solutions and hesitation in speaking is no exception. Participant Mr A asserted, “Students with multilingual and multicultural knowledge should be motivated to use English easily where the language teachers are to be flexible, liberal in the class and outside.” In addition, it adds a few more stones to the foundation of speaking skills when teachers and guardians adopt a laissez-faire approach to practising English speaking because motivation triggers and inspires speakers to imagine and explore their creativity and imaginary power and speak since speaking is a production if they have nothing too in the minds. When interactive and communicative approaches based on discussion, interaction, debate, peer review, group work, speech, open free talks, elocution, and extemporisation are organised, they are bound to solve the hesitation problem of speaking English in class. Group or teamwork dramatically increases the number of talking opportunities for individual students. It is effective and achievement is more when they work together. In teamwork, the students can decentralize their work and can share views which is very interesting and full of curiosity about what will come after that. It develops the ability of patience, both hearing and sharing culture along with deep reverence for the co-conversationalist because every neighbour has a good story to tell, share, write or hear. 

It also promotes learners’ autonomy by allowing students to make their own decisions in the group without being told what to do by the teacher (Harmer, 2007, P.166)  His solution is when the teachers use these kinds of interactive modes, students slowly foster their speaking skills. Similarly, another participant Ms. C said, “Students from multilingual and multicultural backgrounds should be motivated to use English by applying flexible policy by the teacher rather than pointing and complaining about the small grammatical and pronunciation errors.” The unheard and untold contents, subject matters or stories from the students come on the floor if students feel comfortable and give an unhesitating ‘yes’ when they are told to speak or when they get an opportunity. Other suggestions to increase students’ motivation are shared by Liu and Huang (2010). They say that to overcome students’ lack of motivation, teachers can do activities like promoting students’ awareness of the importance of English, enhancing students’ interest in English, and developing their self-confidence They should be allowed to express the content unhesitatingly, nonetheless they are to be hurt. If so, they continue to suffer and deteriorate their speaking skill.

This shows that students feel at ease and enthused over speaking when they are free from personal, collegial, teacherly and public criticism and they have peace, energy and impulse in their minds and hearts when everybody appreciates them and their speech. As a result, students always feel completely at ease and are eager to throw their hearts and souls into the ocean of speech, speak and share ideas eventually.

Conclusions

In-depth interviews with four bachelor-level students from various language and cultural backgrounds are conducted as part of the research’s qualitative design. The results show that the student’s reluctance to talk in English is caused by a variety of factors, including the prevalence of their mother tongue, cultural norms at home, a lack of drive, conventional teaching approaches, irrelevant examination systems that place a higher value on written than oral fluency.

The participants provide solutions to these problems by emphasizing the value of peer-group conversations, communicative and interactive teaching techniques, and activities that promote student autonomy. They advocate for a flexible approach that allows kids from multiracial and multilingual backgrounds to freely express themselves without being constrained by concerns about spelling or grammar. The study emphasizes how important it is to create a friendly and inclusive learning environment to advance. The topics that arose from in-depth interviews with students are examined in the discussion section, with particular attention paid to the imbalance in language skill focus, the demotivating impacts of some educational philosophies, and the pervasive influence of mother tongue and culture. The investigation concludes with recommendations for resolving the issues that were discovered. The participants argue for a change in teaching techniques by highlighting interactive and communicative teaching approaches, stimulating peer group discussions, and fostering a flexible environment. To improve students’ speaking abilities and reduce reluctance, the need to establish a welcoming and inclusive learning atmosphere is emphasized. This adds to a thorough comprehension of the obstacles preventing pupils from speaking English successfully.

The study suggests a shift in teaching techniques, emphasizing interactive methods, peer group discussions, and a flexible environment. It emphasizes the importance of a welcoming, inclusive learning atmosphere to improve students’ speaking abilities and reduce reluctance to English language education. For that, teachers are the epitome and real leaders who are to know the route, show the route and go the route. The reason behind it is that one who always falls probably fails to tell others how to rise permanently. It strives its best to bring complete happiness and perfection. If not, it is, conversely bound to be hopeful and excellent  in speaking.

Author’s Bio:  Tirtha Raj Ranabhat is an MA/B.Ed. graduate from Tribhuvan University and is an M.Phil. thesis running learner in ELE at Kathmandu University. He is a life member of the Nepal English Language Teachers’ Association (NELTA) and also an assistant secretary of NELTA, Tanahun chapter. He has a wide experience of teaching English, from grassroots level to college level. Currently, he is working as an assistant lecturer at Aadikavi Bhanubhakta Campus Damauli, Tanahun which is a two-time QAA certified campus granted by UGC Nepal .  He is also working as an assistant headmaster at Aadikavi Bhanubhakta Secondary School , Damauli, Tanahun , a sister institution of Aadikavi Bhanubhakta Campus Damauli, Tanahun.

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