Abstract

This paper examines the key challenges and potential solutions for enhancing speaking proficiency among 5th and 6th-grade students in Uzbekistan, who often struggle to meet the expected A2 level in English. Significant barriers identified include limited language exposure outside the classroom, insufficient interactive activities, and inadequate feedback mechanisms. Drawing on research and successful case studies from various educational contexts, this study proposes using interactive methods such as role-playing, storytelling, and group discussions to address these challenges. These methods, grounded in Communicative Language Teaching (CLT), aim to foster engagement, boost students' confidence, and improve fluency by simulating real-life scenarios. The proposed activities not only build foundational conversational skills but also promote critical thinking and collaboration, equipping students with essential language skills for both academic and real-world communication.

Highlights:

1. Limited exposure, lack of interactivity, insufficient feedback.
2. Role-playing, storytelling, group discussions via CLT methods.
3. Improved fluency, confidence, and collaboration in real-life scenarios.

Keywords: speaking skills, interactive teaching methods, role-play, storytelling, group discussions, Uzbekistan, language proficiency, Communicative Language Teaching

Introduction

Language proficiency, especially in speaking, is a fundamental skill for students' overall academic development and future career opportunities. In the increasingly interconnected world, the ability to communicate effectively in English extends beyond academic settings, providing a critical advantage in global professional environments. However, in Uzbekistan, many students in the 5th and 6th grades struggle to meet the expected A2+ level in English, often reaching only A1 or A1+ proficiency levels. This gap can create long-term barriers in both higher education and the job market, where English-speaking skills are often a prerequisite for success.

This study explores the core challenges that contribute to these speaking difficulties, such as limited exposure to spoken English, a lack of interactive activities, and insufficient feedback mechanisms in the classroom. By examining successful case studies from international educational contexts and applying current research on effective teaching strategies, this paper presents interactive activities—namely, role-playing, storytelling, and group discussions—as potential solutions to enhance students’ speaking proficiency. These strategies not only aim to improve language fluency and confidence but also provide students with essential skills that support lifelong learning and adaptability in diverse cultural and professional settings. Recent studies indicate that interactive teaching methods such as role-playing, storytelling, and group discussions foster active engagement, thus enhancing speaking abilities in children [17].

Literature Review

In Uzbekistan, the educational context presents unique challenges to English language exposure, particularly in speaking proficiency. While the national curriculum emphasizes English as an essential foreign language, cultural and policy-related limitations hinder students’ access to natural, conversational English. English is not widely spoken outside of the classroom, and limited media exposure in English further reduces students' opportunities to hear and practice the language in authentic contexts [5], [6]. Additionally, the curriculum in many schools prioritizes grammar and reading skills over interactive speaking exercises, which has been shown to result in lower communicative competence in non-native settings [2]. These structural limitations prevent students from developing the spontaneous communication skills needed for fluency, contributing to low speaking proficiency levels despite years of language instruction [20].

Interactive methods such as role-playing, storytelling, and group discussions are widely recognized for their effectiveness in enhancing speaking skills in elementary students, particularly within the Communicative Language Teaching (CLT) framework [19], [13]. Role-playing allows students to simulate real-life situations, enabling them to practice functional language skills in a structured setting and build confidence [21]. Storytelling, meanwhile, promotes the use of descriptive and narrative language, allowing students to internalize new vocabulary in a way that feels natural and engaging [22]. Group discussions foster the ability to articulate opinions, engage in dialogues, and listen actively to peers, supporting CLT's emphasis on meaningful interaction and communicative competence [18], [16]. Together, these methods offer a holistic approach that promotes fluency, vocabulary acquisition, and meaningful language use, which are crucial for language retention and application [4], [3].

Successful case studies from other non-native English-speaking countries demonstrate the potential of these interactive methods in enhancing speaking proficiency among young learners. In Palestine, for example, implementing role-playing activities significantly improved both motivation and achievement in English among primary school students, highlighting the importance of interactive, student-centered activities [11], [1]. One challenge encountered was students' initial hesitation to perform in front of their peers, which was addressed by creating smaller groups and providing positive reinforcement. In Japan, studies on storytelling as an ESL strategy revealed increased language complexity and confidence in students’ spoken English, with teachers noting enhanced vocabulary retention and narrative skills as students felt encouraged to share personal experiences [14], [15]. Similarly, research in Taiwan demonstrated the effectiveness of storytelling and group discussions, although initial teacher-led scaffolding was essential for reluctant speakers [22]. These cases illustrate that while interactive methods are effective, thoughtful adaptation to specific classroom contexts and supportive environments are critical for successful implementation [19].

Methods

The proposed research would involve a sample of approximately 100 students from the 5th and 6th grades across five diverse schools in Uzbekistan. This selection is intended to ensure representation across urban and rural settings, allowing for a broader understanding of speaking skill challenges within varying educational contexts. Consent from parents and voluntary participation by students would be prerequisites for this study.

The intervention is designed to introduce three key interactive activities – role-playing, storytelling, and group discussions – each selected for its specific benefits in enhancing speaking skills within a communicative framework. Each activity is detailed below with its intended purpose:

Role-Playing: Role-playing activities would simulate real-life scenarios that students are likely to encounter outside the classroom, such as ordering food at a restaurant, asking for directions, or introducing themselves to others. This activity is intended to help students practice conversational English, fostering both their confidence and ability to respond spontaneously in the target language. Through repeated practice in structured settings, students would ideally develop skills in initiating and sustaining dialogues, essential for real-world communication.

Storytelling: Storytelling sessions would focus on vocabulary retention and fluency in narrating events. By encouraging students to create and recount simple narratives, this activity aims to help them expand their vocabulary, particularly in areas such as emotions, actions, and descriptive language. Storytelling also provides a structured context for students to practice sentence structure and improve the logical flow of ideas, which supports the development of longer, connected speech.

Group Discussions: Group discussions are intended to provide students with a platform to practice articulating opinions and ideas on familiar topics. Each session would focus on a specific theme (e.g., "The Importance of Helping Others") that students discuss in small groups, allowing them to practice active listening, express viewpoints, and engage respectfully with peers. These discussions are expected to foster critical thinking and responsiveness, supporting the overall goal of communicative competence.

The proposed intervention would span 12 weeks, with each activity conducted twice weekly. Each session would be structured to incorporate teacher feedback, encouraging students to make continuous progress in vocabulary use, sentence fluency, and interactive skills. For this reason, we have developed a 12-week intervention plan organized in a table format, covering suggested weekly topics to improve speaking skills for 5th and 6th graders through role-playing, storytelling, and group discussions. Each week focuses on a practical theme with corresponding activities that align with Communicative Language Teaching (CLT) principles.

Table 1.Week Topic Objective Suggested Activities

Week	Topic	Objective	Suggested Activities
1	Introductions & Greetings	Practice basic introductions and greetings in social contexts.	Role-play: Meeting new people; Sharing personal introductions.
2	Daily Routines	Discuss daily routines and common activities.	Group discussion: Daily schedules; Storytelling: A typical day.
3	At the Restaurant	Practice ordering food and dining etiquette.	Role-play: Ordering at a restaurant; Menu vocabulary practice.
4	Shopping & Making Purchases	Learn phrases for shopping and handling transactions.	Role-play: Buying items; Group activity: Describing preferences.
5	Family & Friends	Describe family members and relationships.	Storytelling: My family; Group discussion: Friendship qualities.
6	Places in Town	Practice giving and following directions.	Role-play: Asking for directions; Map-based exercises.
7	School Life & Subjects	Talk about school experiences and subjects.	Group discussion: Favorite subjects; Role-play: Asking about homework.
8	Hobbies & Interests	Share personal hobbies and activities.	Storytelling: My favorite hobby; Group activity: Matching hobbies.
9	Health & Going to the Doctor	Learn phrases for health-related situations.	Role-play: Visiting a doctor; Group discussion: Staying healthy.
10	Weather & Seasons	Discuss weather patterns and seasonal activities.	Group discussion: Favorite season; Storytelling: A rainy day.
11	Travel & Transportation	Practice travel vocabulary and modes of transportation.	Role-play: Buying tickets; Storytelling: A memorable journey.
12	Community & Helping Others	Discuss ways to help others and improve communities.	Group discussion: How to help others; Role-play: Volunteering.

This weekly plan gradually introduces students to essential conversational topics, reinforcing vocabulary and fluency through diverse, practical scenarios. Each theme combines role-play, storytelling, and group discussion activities to encourage natural communication and build confidence in speaking English.

Data Collection and Analysis

To assess the effectiveness of the proposed intervention, data would be collected using both quantitative and qualitative methods:

Pre- and Post-Intervention Speaking Assessments: Structured oral exams are intended to be administered at the beginning and end of the 12-week intervention to assess each student’s speaking skills. These exams would measure fluency, pronunciation, vocabulary use, and grammatical accuracy. A standardized rubric would be used to ensure consistency and allow for quantitative comparison between pre- and post-intervention performance.

Self-Assessments: In addition to formal assessments, students would complete self-assessment forms. These forms would ask students to rate their confidence, comfort with English-speaking tasks, and perceived improvements, providing insight into the affective impacts of the intervention on language anxiety and self-confidence.

Observational Notes: Teachers would keep observational notes during each session, focusing on specific criteria such as student engagement, use of target vocabulary, interaction quality, and responsiveness to feedback. Observations would also record any student hesitations or challenges, as well as positive changes in active participation and speaking frequency.

Qualitative Feedback: Short interviews with teachers and selected students would be conducted at the end of the intervention to gain additional insights. Teachers would provide feedback on the observed challenges and successes of each activity, while students would reflect on their experiences and perceived improvements in speaking skills.

3.4 Data Analysis

The intended analysis would involve a mixed-methods approach:

Quantitative Analysis: Pre- and post-intervention scores from the structured oral exams would be analyzed using statistical tests, such as paired t-tests, to identify significant changes in fluency, accuracy, and vocabulary. This analysis is expected to provide measurable evidence of language gains resulting from the interactive activities.

Qualitative Analysis: Observational notes, self-assessments, and interview feedback would be analyzed thematically. Recurring themes, such as increased confidence, improved vocabulary use, and reduced hesitation in speaking, would be coded to illustrate the intervention’s impact. Teacher and student interviews would be transcribed and analyzed to identify common perspectives and challenges associated with each activity.

This proposed data collection and analysis process aims to provide a comprehensive evaluation of the potential impact of role-playing, storytelling, and group discussions on students’ speaking skills. The findings from this future study are expected to contribute valuable insights into the effectiveness of communicative language teaching methods in improving speaking proficiency among young learners in Uzbekistan.

Result and Discussion

Addressing Language Exposure Gaps. One of the key barriers to improving speaking proficiency in non-native contexts like Uzbekistan is the lack of natural language exposure. Structured role-play activities provide a practical solution to bridge this gap by simulating real-life scenarios where English is used. For instance, students could practice interactions such as asking for directions in a foreign city, making a doctor’s appointment, ordering food at a restaurant, or shopping for groceries. These scenarios reflect real-world settings, encouraging students to use functional vocabulary and expressions that are directly relevant to everyday communication.

Diverse role-play scenarios allow students to practice spontaneous language use and develop pragmatic skills, such as polite greetings, requests, and handling basic service-oriented conversations, which builds confidence in their conversational abilities. For example, a study by Thornbury (2005) highlights how structured role-play significantly improves students' ability to respond appropriately in different social situations, even in non-immersive environments [21]. By mimicking authentic conversational settings, role-playing addresses the critical exposure gap, providing students with a safe space to practice and internalize essential language skills.

Impact of Interactive Methods on Confidence and Fluency. Interactive methods such as role-playing, storytelling, and group discussions are not only effective in improving linguistic proficiency but also offer significant psychological and cognitive benefits. Role-playing, for instance, has been shown to enhance self-esteem and reduce language anxiety among learners by creating a low-pressure environment where mistakes are seen as part of the learning process [19]. Through repeated participation in role-playing activities, students gradually build confidence in their ability to express themselves, which translates to improved fluency.

Storytelling, on the other hand, provides students with an opportunity to engage their imagination and personal experiences, fostering emotional connections to the language being learned. Studies by Tsou, Wang, and Tzeng (2006) demonstrate that storytelling helps students internalize new vocabulary and complex sentence structures, improving their narrative fluency and ability to construct coherent thoughts [22]. For example, storytelling activities could include personal recounts (e.g., "The best day I ever had") or creative narratives (e.g., "A surprise adventure"), allowing students to practice forming logical sequences and expressing emotions. Group discussions promote critical thinking and collaborative communication, helping students to articulate opinions, ask questions, and engage in meaningful dialogue with peers. These discussions foster conversational fluency and interpersonal skills, which are essential for real-world communication [3].

These methods not only contribute to measurable improvements in speaking proficiency but also foster positive attitudes toward language learning, motivating students to engage more actively in the process. Research shows that students who participate in interactive methods experience increased self-esteem and a sense of accomplishment, which correlates with improved language retention and fluency [13].

Challenges in Implementation. Despite their effectiveness, implementing interactive methods in classrooms can present several challenges. Teachers may lack the training or confidence to facilitate activities such as role-playing and storytelling effectively. Additionally, limited classroom time and large class sizes in some schools may hinder the consistent application of these methods.

One potential solution is to organize short, targeted workshops for teachers, focusing on the principles of Communicative Language Teaching (CLT) and practical strategies for integrating interactive methods into the curriculum. These workshops could include demonstrations of role-play and storytelling activities, along with tips for managing large groups and maximizing student participation. For instance, studies by Littlewood (2014) emphasize the importance of teacher training in ensuring the success of CLT methodologies, particularly in resource-constrained contexts. Teachers trained in CLT are more likely to confidently implement interactive methods, understand their pedagogical benefits, and effectively manage student participation.

Another challenge is the initial reluctance of students to participate in interactive activities, especially in cultures where traditional, teacher-centered approaches dominate. To address this, teachers can start with smaller, low-stakes activities that gradually build students' comfort and confidence. For example, pairing students for simple role-play tasks, such as short exchanges in a “greeting” or “making a purchase” scenario, or encouraging them to share familiar stories in a group setting can create a supportive environment where they feel more willing to engage. Over time, these introductory activities can build students' comfort, setting the stage for more complex and open-ended interactions.

As these challenges are proactively addressed, schools can establish an environment conducive to interactive language learning, ultimately enhancing students’ speaking skills and their overall communicative competence

Conclusion

This paper highlights the current speaking proficiency challenges among 5th and 6th-grade students in Uzbekistan and demonstrates how targeted interactive methods can address these issues. Role-playing, storytelling, and group discussions offer practical solutions to enhance student engagement, boost vocabulary retention, and build confidence in speaking English. By using these methods within the CLT framework, educators can create more immersive and communicative learning environments that support language acquisition beyond the confines of traditional classroom instruction.

Future research should explore the application of these methods across a broader range of Uzbek schools, including longitudinal studies to assess the sustained impact on students' language fluency. Integrating these strategies has the potential to significantly improve students' speaking skills, preparing them for greater success in academic and professional settings.

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