Development of English Speaking Skills Using Active Learning Strategies for Grade Ten Students of Basic Education High School in Htonebo, Myanmar

Abstract

This article examines the impact of active learning strategies on the development of English speaking skills among Grade Ten students at Basic Education High School in Htonebo, Myanmar. In the Myanmar educational context, traditional teacher-centered approaches continue to dominate English language instruction, often limiting students’ opportunities to actively use the language in communicative situations. As a result, students frequently struggle with speaking fluency, confidence, and interactive competence. This study was conducted to address these challenges by integrating active learning strategies into English language teaching.

A quasi-experimental research design was used, involving two groups: an experimental group taught with active learning strategies, and a control group taught using conventional methods. The study employed pre-test and post-test assessments to measure improvement in students’ speaking performance. The active learning techniques implemented included pair and group discussions, role-plays, think-pair-share activities, storytelling, and information gap exercises. Data collection consisted of speaking tests, classroom observations, and student feedback.

The results indicated that the experimental group showed significantly greater improvement in speaking fluency, vocabulary usage, pronunciation, and overall confidence compared to the control group. Moreover, students in the experimental group reported higher levels of motivation and engagement, and a noticeable reduction in anxiety related to speaking English. These findings suggest that active learning strategies effectively create a more supportive and interactive learning environment, thereby enhancing students’ speaking competence.

This article concludes that integrating active learning strategies into secondary English classrooms can significantly improve students’ oral communication skills. The study recommends that English teachers in Myanmar adopt more student-centered teaching methods and receive training in active learning techniques. By shifting away from passive learning and toward active participation, students can gain the confidence and practice needed to become more competent English speakers in real-world contexts.