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The third part is about how English teachers can help non-native children to improve their speaking skills in English.
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Those children, therefore, may feel uncomfortable and can feel guilty if they make grammatically mistakes when they produce a verbal task in English alone.
Harmer (1998) highlights that a constant interruption from teachers to correct mistakes every time the students speak will destroy the conversational flow and the purpose of the speaking activities.
Many of them have failed in this attempt even though they have tried intensively throughout their lives.
Speaking fluently and effectively in English is the skill that non-native people want to achieve.
A Proposal of Effective Improvement of English Speaking Skills in Non-Native Speaking Children In recent decades, English has become a worldwide language and plays an important role in many fields of education and employment.
Because of the use of English as a Lingua Franca, people in non-English speaking countries have tried very hard to improve their English skills; listening, reading, writing and speaking.
They may only repeat everything they have heard, but they may still not speak.
These children will listen attentively and will be able to respond to the programme aids, such as pictures and other visuals.