A student raises a hand to answer a question, pauses, and then lowers it. Another has an idea but struggles to find the right words. Somewhere in the classroom, a learner who attempts to speak English incorrectly becomes the subject of laughter. The next time an opportunity arises, that learner chooses silence.
These moments may appear insignificant, but they raise a serious question: are our classrooms helping students develop confidence in English, or are some learners gradually learning to remain silent?
To explore students’ experiences, the authors gathered responses from selected students at Kumasi Girls’ Senior High School, Abrepo–Kumasi, through eight questions about learning the English language. Their responses revealed that the challenges extend beyond grammar, spelling and pronunciation. They also involve fear, confidence, teaching methods, access to learning materials and the attitudes students encounter when they make mistakes.
The students’ responses send an important message to all education stakeholders, including teachers, school leaders, parents and policymakers: improving students’ confidence in English requires supportive learning environments in which mistakes are treated as opportunities for improvement rather than occasions for ridicule.
The Struggle Behind the Silence
One student attributed learners’ difficulties in speaking English to limited vocabulary, while another identified pronunciation difficulties and the fear of ridicule by classmates as major obstacles.
These experiences reveal a problem that deserves closer attention. Students cannot develop their language skills through practice if they constantly fear the reactions of those listening to them.
The fear of making a mistake can become a barrier to learning when the classroom fails to distinguish between correcting an error and humiliating the person who makes it.
When English Becomes a Barrier Across Subjects
The students also described how reading and understanding English affect their learning in other subjects. One learner explained that understanding English makes it easier to explain concepts in other subjects.
These observations remind us that language proficiency is closely connected to students’ opportunities to demonstrate what they know. A learner may understand a scientific concept but struggle to interpret the question or express the answer clearly.
What Students Say Needs to Change
Many students recommended reading and spelling competitions to motivate students. Several called for lessons that are more practical, interactive and enjoyable.
The students also emphasised the importance of teacher–student relationships. They wanted teachers to interact positively with them, use engaging teaching methods and avoid creating an atmosphere in which learners are afraid to participate.
One response captured this concern particularly well: some teaching methods make students so frightened that they no longer want to learn the subject.
That observation should challenge every educator. As language teachers, we must not allow fear to prevent our learners from expressing their opinions in class. The classroom environment should be warm and friendly. A demanding classroom can still be supportive, respectful and encouraging.
Students, too, have responsibilities. They must read widely, practise speaking, research unfamiliar words, write regularly and learn to accept constructive correction. Confidence is not built overnight; it develops through repeated opportunities to practise.
Turning Recommendations into Action
The students’ suggestions should not remain words on paper. Schools can begin with practical, affordable steps.
First, English departments can establish reading clubs and organise regular spelling, vocabulary and public-speaking activities.
Teachers should also establish clear expectations against ridicule. When a student mispronounces a word, the response should be correction and encouragement, not laughter. When a learner struggles to construct a sentence, the teacher can help the student rebuild it correctly.
The Ghana Education Service, the Ministry of Education and school leaders should support literacy initiatives that combine effective language instruction with regular opportunities for reading, speaking and constructive feedback. Teacher development should also emphasise ways of correcting errors without discouraging learners from participating.
The perspectives gathered from the students do not represent every learner in Ghana, but they provide useful insights that schools can explore further.
Let Us Give Every Student a Voice
The English language challenge cannot be addressed by asking students to speak confidently while ignoring the conditions that make them afraid to speak. Neither can it be solved by teaching grammar alone when learners also need vocabulary, reading opportunities, meaningful practice and encouragement.
We must build classrooms where students can ask questions, attempt unfamiliar words, make mistakes and improve without being ridiculed.
A learner’s first attempt may be imperfect. The next may be better. With guidance, practice and encouragement, progress becomes possible.
The question is not simply whether our students can speak English today. It is whether our schools are giving them the support, resources and confidence to speak it better tomorrow.
Let us teach the language, nurture the confidence and protect the courage it takes to speak. When students are no longer afraid to use their voices, learning has a better chance to flourish.
By Mr. Isaac Nyarko Antwi (English Tutor, GES; Mentor) and Ms. Michealla Koduah (Final-Year Student, UEW; Mentee)
For more news, join The Chronicle Newspaper channel on WhatsApp: https://whatsapp.com/channel/0029VbBSs55E50UqNPvSOm2z
