After four weeks’ implementation of my project, I designed Questionnaire two (see Appendix E) hoping to know what my students gained , which methods they preferred and things like that.

　　At first I made a comparison of students’ activeness in speaking English during class in Graph 1 as follow:

Graph 1: comparison of activeness

　　The graph shows us that the number of students in ‘very often’ and ‘often’ amounts to 60% after implementation. While before implementation it is just 26.7%. It means that more than half of my students now become active in speaking English during class. The students speak English ‘occasionally’ take up 26.7%. Although it is still a little high, it has dropped 6.6% compared with 33.3% before implementation. The number in column ‘seldom’ drops from 26.7% to 13.3%. It’s happy to see that the number in column ‘never’ drops to zero.

　　From these data, we can see students that are very active and very quiet are scare. Most of them speak English ‘often’ or ‘occasionally’. There are still some ‘seldom’ speaking English in class. Their characters may be one of the reasons.

　　I can say that my students and I have made great progress in this area.

　　I also made a comparison between the degrees of interest in oral activities and presented it in Graph 2.

Graph 2: comparison of degrees of interest

　　From this graph, we can see that the number of students who rank themselves in ‘like very much’ and ‘like’ is 46.7% before implementation and 73.3% after implementation. It has improved a great deal. The graph also shows that none of them dislikes oral activities after implementation. This result is encouraging, but there are still 26.7% of the students who choose ‘just so’. This implies that some other reasons may account for this problem.

　　I still got some other data. 80% of the students likes the way of studying in groups. The students selecting ‘games’, ‘singing English songs’, and ‘doing role-play exercise ’ take up 73.3%, 60%, and 80% respectively. And I know from the questionnaire that some of my students suggest some outdoor activities be arranged. Some say they want to listen to short English stories. I will cherish these valuable suggestions.

　　7. Conclusion

　　This present research is based on the project I preceded in May, 2011which aimed at encouraging my students to speak English bravely and actively during class. The problem that most of my students dare not speak in English in class hindered my students’ learning in a serious way and I determined to solve it. In my research I used analytic method, cause analysis, questionnaire survey to analyze the problem. I formulated a specific research objective and a research hypothesis. Then I worked out several solutions and designed a detailed project. My research was implemented in four weeks. After the implementation, I made a questionnaire survey to see the result.

　　From data gathered, I think the problem is a researchable one, methods used to analyze problem are suitable and properly applied. Given the time, the resources and the expertise my project objective is realistic. The hypothesis is provable because it can be proved falsified. All the stages of project implementation are necessary and complete, and the implementation details are also properly maintained. In this process I used the classroom teaching. To obtain the project results I used observations, diary-keeping, audio-recording and questionnaire. These methods are all acceptable, suitable to the task and properly used. My project hypothesis has been proved.

　　I found that although students’ enthusiasm in speaking in English during class had been highly motivated, there was still much to be improved.

　　Firstly the role-play activities often cost a lot more time. But the classroom time is limited. So I think practicing oral English just in class is not enough. I should encourage my students to do more practice after class.

　　Secondly, the oral practice in textbook is too simple and vocabulary is small. Students often can’t further their conversation. So to enlarge their vocabulary is very important.

　　Thirdly, given the time and expertise, I distributed only 15 copies of the questionnaire. But there are 60 students in my class. If time permitting and I have distributed 60 copies, the result may be more accurate. I know it is just beginning.

　　I have gained a lot from this research. First I have learned how to make a project. Then my teaching in oral English has been improved. But I know that I just solve only one problem, there are still all kinds of other problems in English learning and teaching in the future. I will try my best to find out and solve those problems using scientific methods I have learned. And I am confident in solving these problems.

　　Bibliography Gu Yueguo, 2002, Practical Project Design, Foreign Language Teaching and Research Press 2. Gu Yueguo, 2002, English Teaching Methodology, Foreign Language Teaching and Research Press

　　3. Gu Yueguo, 2002, English Language Teaching Methodology, Foreign Language Teaching and Research Press

　　4. Primary School English----for students, Book 5A, 2004，Hunan Youth and Children Press

　　5. Primary School English----Teachers’ Guide, Book 5A, 2004，Hunan Youth and Children Press

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