Abstract

Student-centered learning (SCL) is an approach in which the student must accommodate his desire of obtaining knowledge, and assistant-support should be provided to this kind type accommodating need. One of the essential strategies in fostering SCL is brainstorming, which involves sharing ideas openly and collectively generating thoughts usually within small groups to boost participation. However, in the English as a Secondary Language (ESL) classroom students are often unwilling to speak voluntarily. The main purpose of this research is to examine how the implementation of brainstorming in a classroom can foster speaking participation among ESL learners. The research was conducted on 350 intermediate part-I (11th-grade) students from Government Higher Secondary School, Lahore. We sought to investigate the range of different types of brainstorming activities used and evaluate their efficacy for SCL. In this study researcher used a mixed-method research design quantitative data obtained from student through questionnaires and quantitative data gather through interviews from five English teachers. The data indicate that English teachers highlighting the five areas of Active Participation, Creative Thinking, Confidence Building, Collaborative Learning and Vocabulary Development. Teachers revealed that the two challenge process builds student engagement, collaboration skills and confidence as well. This study therefore concludes that brainstorming aids student reticence not only in speaking but also fostering peer learning which advantaged lower-proficient students through interacting with more proficient peers. As such, this study offers important implications for language teachers to help students speak more boldly as well as listen and participate actively during ESL class activities.