BREAKING THE SILENCE BARRIER: INVESTIGATING ENGLISH SPEAKING ANXIETY AND STRATEGIC INTERVENTIONS AMONG EFL LEARNERS
Ключевые слова:
speaking anxiety, EFL learners, pronunciation, communicative competence, digital learning tools, language pedagogy, corrective strategies.Аннотация
Speaking anxiety remains one of the most serious psychological barriers affecting English as a Foreign Language (EFL) learners. This study investigates the major causes of speaking anxiety and evaluates the effectiveness of interactive and technology-supported pedagogical interventions in reducing communication fear among university students. The research employed a mixed-method design involving 48 second-year EFL students at Namangan State Institute of Foreign Languages. Quantitative data were collected through pre-tests, post-tests, and anxiety-scale questionnaires, while qualitative data were obtained from classroom observations and semi-structured interviews. The findings revealed that learners exposed to peer collaboration, role-play activities, pronunciation monitoring applications, and supportive feedback demonstrated significant improvement in speaking fluency, phonemic accuracy, and communicative confidence. Statistical analysis showed that pronunciation accuracy increased from 58% to 84%, while speaking anxiety levels decreased considerably during the intervention period. The study concludes that integrating communicative tasks with digital self-monitoring tools creates a psychologically safe learning environment that enhances oral performance and learner autonomy.
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