Speaking practice
How to Get ESL Students Speaking More in Class
If you ask all the questions and your students supply all the answers, you’re both practicing. You may just be getting the better deal.
Students need opportunities to start an exchange, respond, and keep it going. I’d look at who has a reason to speak during each activity and how much support they need to do it.
Make the first response manageable
A broad question such as “What do you think?” can be difficult even when students know the topic. Offer two options, a picture, or a sentence starter. Give them a moment to plan before asking them to speak.
In a group, let students rehearse with a partner before sharing. In a one-to-one class, model your own answer briefly, then invite a different answer. Avoid turning your model into a speech.
Teach students to ask the question
After practicing “I like…,” add “What do you like?” Display the question and help students change one part. Switch roles so they ask you. Then let them choose whom or what to ask about.
Try it: choose a weekend activity
Give partners three options: a park, a movie, or a sports game. They ask about preferences and agree on one plan. Beginners use “Do you like…?” Stronger learners add reasons, times, and a practical constraint such as rain.
Create a reason to listen
If every student can see every answer, the conversation may feel like a performance for the teacher. Give partners different information or different choices. One can describe a room while the other draws it; they compare pictures at the end.
Keep the task small enough that language practice stays central. A complicated game can leave students spending most of the lesson learning its rules.
Choose when to correct
During focused practice, help students repair the target pattern. During a short conversation, note a few useful examples and revisit them afterward unless a misunderstanding stops the exchange. Let students finish a thought.
Show the correction in a new example and offer another chance. “Say it correctly” is less helpful than a clear model of the part that needs attention.
Check participation without forcing a performance
Notice whether the same confident students take every turn. Use pairs, planned roles, and thinking time so more learners can contribute. A student may need an alternative response format or extra support; quietness alone does not tell you why.
Measure something specific
At the end, try a new picture or situation. Can students ask a question, respond appropriately, and add one follow-up with less help? That gives you a practical next step.
Explore our speaking lessons or read about building rapport online for ways to make these exchanges more comfortable.