DEVELOPING STUDENTS’ SPEAKING CONFIDENCE AND MOTIVATION IN ACADEMIC LYCEUMS THROUGH COMMUNICATIVE AND TASK-BASED TEACHING METHODS
Keywords:
Communicative Language Teaching, Task- Based Language Teaching, confidence, learners’ motivation, eager to speak, academic lyceum, pair group work, fluency, constructive feedback.Abstract
There are more and more students in academic lyceums who demonstrate good knowledge in the process of learning English grammar and vocabulary but remain reluctant to speak due to fear of making mistakes, being judged and getting anxious in front of peers. This article explores how communicative language teaching (CLT) and task-based language teaching (TBLT) can improve learners’ confidence and motivation in classroom interaction. Lessons were designed applying pair and group work, real- life speaking tasks, case- study, problem- solving activities, and presentations. The teacher fascinates communication and provides with supportive and constructive feedback, as a result of which errors become part of learning. During classroom observation it was noticed that many students made progress: previously passive learners became more active, participation and communication improved, fluency enhanced and students were eager to speak. The result shows that when students are involved in meaningful and purposeful tasks in a supportive environment, they communicate more confidently and develop greater motivation to use target language. CLT and TBLT methods are still leading and effective approaches in creating interactive, student- centred classrooms.
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