• I work in a private language learning center and teach Intermediate level students who are preparing to get IELTS certificate.

• I conduct lessons to large groups of twenty-five people who are at the B2 level.

  
  

• The learning outcome of the module states that by the of the module students should be able to communicate without hesitation and worrying about making mistakes.

For ESL learners, developing speaking skills means being able to communicate with others in the target language (Ibrahim & Hashim, 2021). However, many learners face obstacles such as fear of making mistakes and teachers using ineffective strategies, both of which prevent students from achieving fluency in English. These challenges create significant barriers in the language learning process.

Additionally, a study conducted by Rajendran et al. (2024) examined the difficulties faced by ESL learners. According to the study’s findings, the main challenges can be classified into five categories: teacher-related issues, learner-related issues, overcrowded classrooms, poor course material design and lack of internet access. By addressing these issues, we can work toward creating a more effective and supportive learning environment, enabling ESL students to develop confidence and fluency in their spoken English.

• Why do I think that my students can't put their ideas into words in English?

  
  

  
  

• What do my students think about why they can't express their ideas in speaking?

  
  

  
  

• When do my students struggle to speak in English?

From my own experience, I can say that most students do not consider learning vocabulary a priority during their studies and dedicate very little time to it. As a result, they are unable to fully express their thoughts due to a lack of words.

Additionally, as second-language learners, they often have low self-confidence. They are constantly afraid of making mistakes and being laughed at by others, not realizing that making mistakes is a natural part of learning, growth, and development.

Last but not least, they think that grammar rules hinder their ability to speak English fluently. In my opinion, this may be due to the differences between English and Uzbek grammar. The complex grammar rules and various tenses in English often prevent students from expressing their ideas smoothly. Consequently, they prefer to remain silent rather than risk speaking incorrectly.

Results.

The table provides insights into students' perspectives on various challenges they face while speaking English. Overall, 25 students participated in the survey, and the data highlights some key trends.

A significant majority of students (76%) reported feeling "a little anxious" when trying to speak English, while 52% believe they occasionally lack sufficient vocabulary to express their thoughts clearly. Grammar rules appear to be another barrier, as 60% of respondents feel they make speaking freely more difficult. Interestingly, 68% of students stated that their pronunciation does not negatively impact their confidence.

When it comes to speaking practice, 40% of participants think they do not practice enough, and the same proportion believes their ideas often get "lost in translation" when switching from their native language to English. Listening to native speakers seems less problematic, with 60% finding it manageable.

Additionally, 52% of students expressed the need for more opportunities to discuss engaging topics. However, nervousness about making mistakes remains a concern for 44%, and over half (56%) feel they lack effective strategies to organize their ideas coherently.

The second chart highlights vocabulary as the biggest challenge among students, followed by fluency and grammar.

Pronunciation appears to be the least problematic area, suggesting that students prioritize expanding their vocabulary to improve their speaking skills.

We organized a discussion with the students about the factors.

According to the students, the main issue is their fear of making mistakes. Many of them have put a lot of effort into speaking English, but on some occasions, their peers have laughed at their errors. This experience discouraged them and diminished their interest in speaking English.

Another challenge they mentioned is that, despite their attempts, they struggle to articulate their thoughts. While they have plenty of ideas in Uzbek, their limited vocabulary and the complexity of English grammatical structures cause their thoughts to "get lost in translation." This makes it difficult for them to express themselves clearly and confidently in English.

Action 1: Interactive Activities

Various interactive games, role-plays, and activities organized by teachers help students apply the language in real-life situations, enhancing their communication skills and confidence.

Action 2: Use of Visual Aids

Since we live in a technological era, learning can be made more engaging by incorporating multimedia resources such as cartoons, movies, and songs to improve students' comprehension and speaking skills.

Action 3: Repetition

Practicing correct pronunciation together with the teacher and memorizing grammatical structures through repetition is one of the most effective methods for developing speaking skills.

Action 4: Creating a Supportive

Environment

Students should be taught that making mistakes is not something to be ashamed of but a natural part of the language-learning process. Encouraging this mindset helps boost their confidence and reduce anxiety.

Action 5: Imitating How Native Speakers

Use Their Language, Grammar, Phrases, and Intonation. Analyzing how native speakers use grammar, phrases, and intonations and closely observing their speaking style can significantly improve fluency. By mimicking these patterns, learners can develop more natural and fluent speech.

In addition, I assigned them extra homework in the form of “shadowing,” where they had to memorize and repeat a 1-2 minute speech by a native speaker, mimicking their tone and delivery. My main goal with this exercise was to encourage them to incorporate emotions into their speech, and it proved to be beneficial. Although students initially struggled, after just one week, they fully adapted to the process and began completing this homework enthusiastically.

As a result of this exercise, I noticed significant improvements in their pronunciation. They started speaking with less of an accent, and by adding intonation and emotion, their speech became more fluent and expressive. Most importantly, their love for speaking grew, and they began to truly enjoy the process.

I am gradually implementing the remaining steps of my action plan as well, and the results are becoming increasingly noticeable.

1. Do you feel anxious when trying to speak English?

Yes, a lot

Yes, a little

No

2. Do you think you lack enough vocabulary to express your thoughts clearly?

Yes, a lot

Yes, a little

No

3. Do you feel that grammar rules make it harder for you to speak freely in English?

Yes, a lot

Yes, a little

No

4. Do you think your pronunciation affects your confidence when speaking?

Yes, a lot

Yes, a little

No

5. Do you feel that you don't practice speaking English often enough?

Yes, often

Yes, rarely

No

6. Do you think your ideas get "lost in translation" when you switch from your native language to English?

Yes, often

Yes, rarely

No

7. Do you feel that listening to English speakers is challenging, affecting your own speaking ability?

Yes, a lot

Yes, a little

No

8. Do you think you need more opportunities to discuss interesting topics in English?

Yes, a lot

Yes, a little

No

9. Do you feel nervous about making mistakes while speaking in English?

Yes, often

Yes, rarely

No

10. Do you believe that you lack effective strategies for organizing your ideas in English?

Yes, a lot

Yes, a little

No

Task 2. Which part of Speaking is difficult for you.

*Fluency

*Lexical resource

*Grammar

*Pronunciation

While I was working on myself, I got closer to my students by listening to their difficulties that they were facing. Even I got feedback from my students about my lessons which was amazing.

Overall, this research helped me to improve and find ways to tackle the speaking problems. I enjoyed every single process of the research and seeing my students’ growth really inspired me.