Published: 12:10 AM, 04 July 2026
Why Students Understand English but Fear Speaking It
Intikhab Ahmed Panhwar
Students enter universities and colleges with fresh minds, diverse identities and varied cultural backgrounds. As they begin studying together, the distances between them gradually diminish, and diversity is embraced with open hearts. Although many students have studied in English-medium schools and are familiar with the texts taught in class, they often feel uneasy when asked to speak about the lesson.
As a teacher, I have observed that students who studied in low-medium schools, where English is taught through regional languages or the learners' first language (L1), often fail to achieve the desired level of proficiency. As a result, they display low confidence when communicating in English. Furthermore, language anxiety develops, reducing their courage to express themselves fluently.
Many teachers continue to follow traditional methods of teaching English despite the fact that the world has become a global village, where people are connected through a wide range of online platforms.
Teachers are role models for their students. However, when they rely on outdated approaches, the consequences can be significant. It is unfair to place the entire responsibility on students, as teachers are the driving force who create a learning environment and facilitate their progress.
The modern era requires teachers to adopt innovative teaching methods that help students communicate confidently in English. These include Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), the Audio-Lingual Method (ALM), and the widely practiced discussion method. Unfortunately, many teachers overlook these approaches and instead use methods that suit their own preferences rather than the needs of their students. Think for a moment: if a leader lacks vision, where will he lead others? Similarly, if a teacher is neither well-read nor up to date, students will be disadvantaged whenever they encounter opportunities that require strong communication skills. Today, the teacher's role is that of a facilitator—someone who guides learning, much like an umpire who directs players to perform with confidence.
Moreover, classroom instruction should be student-centered rather than teacher-centered. Unfortunately, many teachers fail to follow this principle and do not give students the freedom to express themselves in their own way. Consequently, fear dominates the classroom and discourages students who wish to communicate freely and confidently.
I believe that, to help every student become a confident speaker, we should initially allow learners to express themselves in their mother tongue. Doing so builds confidence and helps them face an audience or speak from the stage. This approach should be encouraged during the early stages of learning. Gradually, students will be better prepared to communicate effectively in English and other languages.
In this context, I would also like to discuss the "Three Circle Model of World Englishes," proposed by the sociolinguist Braj Kachru in 1988.
The model classifies English speakers into three distinct circles:
The Inner Circle consists of native English speakers who are born and raised in English-speaking countries. They have their own linguistic traditions and cultural heritage, which have influenced the spread of English across the world. Countries such as the United States, the United Kingdom and Canada belong to this circle.
The Outer Circle includes former British colonies where English continues to play a significant role and has developed into different local varieties. Speakers in these countries often regard English as a language of prestige and take pride in using it. They consider English a passport to global communication. Countries in this circle include Pakistan, India and Egypt.
The Expanding Circle comprises countries where English is learned as a foreign language (EFL) and is not commonly used in everyday life. Speakers in these countries generally follow the linguistic norms established by the Inner Circle. China, Russia and Brazil are examples of countries in this category.
This model helps us understand the historical development of English and its global influence. It also reminds us that every learner comes from an educational system shaped, to a great extent, by its own historical and linguistic background.
Moreover, technology has transformed almost every field, revolutionizing learning and enhancing individual abilities. Modern classrooms increasingly resemble mini cinemas, where students can engage with authentic English used around the world. As we know, language exists beyond textbooks. When students watch English documentaries, television series, speeches by renowned personalities, and podcasts, they become familiar with contemporary language use while simultaneously gaining the confidence to speak more effectively.
In addition, students should regularly be assigned different roles and presentations in the classroom. Such activities provide valuable speaking opportunities, and with consistent practice, confidence and fluency naturally develop.
An academic environment often encourages healthy competition among peers, including among students of different genders. This motivates learners to perform better while helping them understand, share, cooperate, and collaborate with one another. Educational institutions are not merely large buildings; they are places where ideas are exchanged formally, shaping individuals who eventually contribute meaningfully to society. Taking everything into account, it can be confidently emphasized that languages are best learned through a supportive environment in which every individual is given the freedom to learn and express themselves while linguistic diversity is respected and encouraged.
Intikhab Ahmed Panhwar is a Lecturer
of English in the Department of Business
Administration at Sukkur IBA University, Mirpurkhas Campus.
