Mei, China
You may assign tasks for them to practise oral English among themselves because in a student-centred class, they must be the main performers to be actively involved in a variety of relevant activities if they want to progress. Then check and give them a grade/score because otherwise, they may still refuse to talk and fail the test. Incentives are useful for all of us in life. If you start with topics relevant to their daily lives, students may usually become interested as they can see the immediate benefits.

From my experience in China I understand that teachers and students have been too busy with the teaching and learning loads that they do not like to spend time on what would not be tested. They simply could not afford the time to do that in an exam-driven system because the salaries and promotions of teachers are closely related to the outcome of the learners. Assessment methods in China are now changing and I hope that more students will be interested in oral English with the new assessment policies coming into effect in the future. With more practice students will gain confidence, which will have a positive effect on them, I think. I've been out of touch for some time but I think new approaches must be introduced to keep up with the communicative nature of TESOL in the present world in the 21st century.

Lynda Finn, New Zealand
Have them work in pairs or small groups. One person has a picture of something (perhaps a giraffe) and must describe it to the others who cannot see it and they must guess what it is. They can ask questions about the picture. Each student in turn has a picture.

Also, play 'Ten Minute Teacher'. This game entails each person being the teacher for ten minutes. Give each student a task, 'Tell us about the indefinite article' (something they have already learned and are familiar with.) Or 'You are taking us on a trip, tell us where we will be going and what we have to bring.'

Hatem Essa, Libya
I will have the honour of sharing my experience in teaching spoken English with other teachers .In my opinion, speaking skill depends as much on the students as on the teacher but this does not neglect the role of the teacher. For the teacher can encourage the students to talk by different ways.

- Presenting simple short and interesting situational dialogues, as the students will find an interest in learning short dialogues rather than long and abundant dialogues. They ( the students) will be very happy to demonstrate the dialogues again and again.

- Giving them some tapes and videos to listen to.

Haya Talmi, Israel
I am a frequent visitor of your site and I am really glad that I can contribute something from my experience of TEFL.
Students (young or old) find games and competitions more stimulating than the daily routine. Therefore, I present to them such activities as memory games, group games, competitions and STAD activities in groups (students teach their colleagues and share "responsibility" for their achievements).
Rarely have I faced a situation where these activities do not work.

Fiona, Taiwan
Here's a few things I've found work. One way I've found is by using some science magazines full of amazing photos about all sorts of things. I leave them on the table next to my desk for students to sit and look at, (along with my flowers, a fossil, some magnets, postcards from friends, a quartz crystal, etc. (other non-teaching-type things that arouse curiosity). They want to ask me questions about the pictures. They have to talk to me in English because I can't speak Chinese, and they are obliged to talk to each other in English as Chinese is banned during the lessons.

During my talking with them, either individually or with two or three of them, I teach them how to say things about the photo. A few weeks ago I said we would have a lesson with one of the photos as a focus - by now most of my students are familiar with the 7 magazines I've put for them to look at. When we've exhausted these, I'll bring in a different set. The response was great. Nearly everyone had remembered correctly how to say things they'd learnt, and was keen to tell others, so I've continued this exercise on a number of occasions.

One way I also use is by telling a story. I'll start it off and we go round and each person has to add a bit. They can't get away with saying they can't think of anything. They can change the time, the day, the setting etc. As I always stick in something totally outrageous when it gets to me again, some students also do the same and so we have a good laugh and it loosens up everyone.

Above all, keep re-iterating that everyone makes mistakes, and only practice makes perfect -- you should hear me trying to speak Chinese!

Guettaf Houcine, Algeria
I would like to answer my colleague who is inquiring about the class centred teacher. Well, pupils enjoy listening to their teacher that's a quite good activity but when they rely completely on their teacher, it's a little bit boring for both learners and teacher. You should set a series of activities that take into account pupils' interests such as sports, songs, actors, films and the like. In this way they'll at least talk about their feelings and preferences. Best wishes

Samantha Grainger, China
Dear YingYing,
I sympathise with the problem of getting your students to speak in class. For some ideas and teaching tips from experienced teachers working in China, I suggest you visit: - http://in2english.com.cn where this week, they feature precisely your problem!

Shahram, Iran
In my opinion, you should ask them to come to the board to talk about their field of interest. Even though it would be difficult at the beginning, with your help they will get motivated. In some cases ask them to prepare a lecture about any subject. As you know, they say the first step is always the hardest.

Walter Joyner, U.S.A/Germany
Why do they have to talk to you? The important thing is that they talk! Present the target language, divide them into groups and let them talk to each other. They will be less scared of mistakes and embarrassment. Monitor the groups for mistakes that are common and correct them AFTER the discussion period is over without pointing out who made the mistake. Next month you will be asking how to keep them quiet…