ENHANCING SPOKEN ENGLISH FLUENCY IN TEEN LEARNERS THROUGH AI NON-STATE EDUCATION CENTERS

Abstrak

English language study has become an integral component of education due to its growing globalisation and importance in personal and professional growth. Despite the availability of different instructional approaches, the difficulty of teaching speaking remains a chronic issue. The purpose of this study is to analyse the speaking proficiency of 16-year-old students in Uzbekistan's non-state educational centres, identify frequent learning challenges, and assess the effectiveness of various teaching methodologies. The study lasted three months and used three main methodologies: classroom deployment of three speaking improvement approaches, an online survey to evaluate student viewpoints, and face-to-face interviews to acquire a deeper understanding of their attitudes towards these methods. The literature review focusses on two major learning theories—traditional cognitive psycholinguistic and sociocultural approaches—and their implications for speaking teaching. The findings indicate that, while students gain from interactive and communicative approaches, problems such as fear of making mistakes, lack of confidence, and trouble developing ideas impede their speaking development. The study concludes that using organised and communicative output approaches improves students' speaking abilities and confidence. The findings are useful for educators looking to improve speaking training in EFL environments.