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I am Odilbekova Ruxshona.

I am a third-year student at the Namangan State Institute of Foreign Languages.

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In my exploratory stage, I asked three questions.

The first question was "What do you think about my activities?". 60% of students felt relaxed, while 30% of students thought the activities were boring. 10% of students chose the option "Other".

The second question was “Which part of activity interesting?" 75% of students were interested, and 15% of students thought that the activity was boring. 10% of students chose the option “Other”.

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In my exploratory research, the last question was “ Which part of the activity was difficult?/Was the activity difficult?” 65% of students found the activity difficult, while 22% of students thought the activity was good. And 13% of students chose the option “Other”.

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I decided to research this topic "Why students avoid speaking English?" for several reasons.

First reason: they might feel insecure or lack confidence in their language skills. Fear of making mistakes in front of others can be a big barrier. This fear of failure can make them hesitate to speak, even though they understand the language.

Second reason is the lack of practice opportunities. Many students don’t have enough chances to speak English outside of class, which limits their ability to improve their speaking skills. Without regular use, they might struggle to express themselves clearly.

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Many students avoid speaking English because they are afraid of making mistakes. This fear often comes from worrying about pronunciation errors, incorrect grammar structures in speech, or a lack of vocabulary. As a result, students feel embarrassed or lack confidence in speaking. Social pressure also plays a role, as some students are afraid of being judged by their classmates or making a fool of themselves. Using various data collection tools such as my worn reflective notes, a questionnaire, and analysing my lesson plan and materials, I explored the main reasons why secondary school students might hesitate to speak. In my talk, I will explain why these students struggle to speak and how I attempted to solve this issue in my teaching practicum lessons.

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1. What do you think my activities?

= relaxed

- boring

• others

2. Which part of the activity interesting?

1. 75%

2. 15%

3. 10%

3. Which part of activity difficult?

1.65%

2. 22%

3. 13%

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During the last practicum, I faced some kind of problems, and I saw that most of the pupils were afraid of speaking and didn't want to participate in activities related to speaking. And then I had a question: "What is the reason for this, and why are they not speaking?".

While I was worried about this, our teacher talked about EAR and its stages and how it can help to solve our problem related to teaching.

While doing EAR, I searched ways to make them speak, and I found that " Interactive activities " and using pair work and group work can be very helpful.

And in my recent/next teaching practicum, I used these in my lessons, even in the first lesson, the results started to appear. From this stage I feel that EAR benefits me and my job.

These activities helped them speak easily. Interactive activities affected them for everyside, for example, working with their own peer can have a good impact on making students lose their fear to speak and increasing their confidence level to speak English.

EAR helped me not only solve this problem, but also understand other useful ways to teach students.

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• I did practicum at the 60th school in Turaqurgan district, Namangan region

• I taught English to 3rd and 4th-grade students who are beginners.

• Each class consisted of 12 students.

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Many students hesitate to speak English, even if they understand it well. There are several reasons for this behavior, and understanding these reasons can help improve language learning.

First, fear of making mistakes is one of the most common reasons. Students often worry that they will make errors in grammar, pronunciation, or vocabulary. This fear of being judged by others or appearing incompetent can discourage them from speaking, even if they know the language well. In many cases, students are more comfortable with reading and writing English because they have more time to correct themselves, unlike in speaking where responses are immediate.

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1. Why don't my students want to speak English during speaking activities in the classroom?

2. What do my students feel about speaking English in the classroom?

3. What opportunities should my students have to speak English in the classroom?

4. Which activities should I use to use to encourage students to speak more?

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Exploratory and action stage data collection tools

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Exploratory and action stage data collection tools

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1. My own written reflections and notes

2. Questionnaire

3. Lesson plans and materials

4. Observing students' reactions

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I encouraged students to speak more English with the help of several strategies that can be implemented to address the reasons why they might avoid speaking in the language.

• I used interactive activities such as games, role-plays, or peer-to-peer activities that require speaking. These fun, interactive methods helped reduce anxiety and make the experience enjoyable.

•I used Pair and Group Work more so that students can feel less pressure when speaking in small groups or pairs. Working in groups also allowed students to practice English in a more relaxed setting.

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In this research, I wanted to understand why students avoid speaking English and to develop strategies to encourage more active participation in English speaking.

I learned that students have

•Fear of making mistakes: Many students avoid speaking English because they fear making mistakes or being judged.

•Low confidence: Some students lack confidence in their language skills and avoid speaking in public.

•Limited vocabulary: Students may feel they don’t have enough vocabulary to express themselves.