STRATEGIES FOR IMPROVING SPEAKING CONFIDENCE AMONG SHY YOUNG LEARNERS IN UZBEK EFL CLASSROOMS
Keywords:
Shy learners, speaking confidence, young learners, EFL classrooms, primary education, communicative strategies.Abstract
This study examines classroom strategies for improving speaking confidence among shy young learners in English as a Foreign Language (EFL) classrooms in Uzbekistan. Speaking presents a major challenge for primary school learners due to affective factors such as anxiety, shyness, and fear of making mistakes. To address this issue, the study employed an action research design to explore the effectiveness of child-centered and emotionally supportive teaching strategies in promoting oral participation.
The research was conducted over a ten-week period at 15-AFCHO‘SM General Secondary School (Specialized School No. 15) in Mingbuloq District, Namangan Region, involving 40 second-grade learners aged 7–8. A range of interactive speaking activities, including language games, pair and group work, storytelling with visual support, choral speaking, and positive reinforcement, were integrated into regular English lessons. Data were collected through pre- and post-intervention observation checklists, classroom speaking tasks, and teacher reflections.
The findings indicate substantial improvement in learners’ speaking confidence and classroom participation, with increased willingness to speak, clearer pronunciation, and reduced anxiety. The study concludes that supportive, communicative strategies play a crucial role in developing speaking confidence among shy young learners in primary EFL classrooms.
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