WHY ARE MY STUDENTS NOT INTERESTED IN ENGLISH? INVESTIGATING LEARNER DISENGAGEMENT AND THE IMPACT OF INTERACTIVE STRATEGIES IN A PRIMARY EFL CLASSROOM

Abstract

Student disengagement is a persistent and professionally challenging phenomenon in foreign language classrooms, particularly at the primary level. This study, conducted during a teaching practicum at School No. 75 in Namangan, Uzbekistan, investigates the reasons why some 3rd and 4th grade students appeared disengaged during English lessons. An exploratory action research design was employed, using reflective notes, student questionnaires, and semi-structured interviews with students and an experienced teacher to identify root causes of disengagement. The findings revealed four primary barriers: perceived task difficulty, excessive lesson pace, insufficient variety of activities, and fear of making mistakes — a phenomenon theorised by Krashen (1982) as a raised affective filter. Drawing on Harmer's (2007) principles of learner motivation and communicative language teaching, the researcher designed and implemented an action plan incorporating engaging warm-up activities, visual aids, role-plays, interactive vocabulary games, and restructured seating. Post-intervention survey data revealed that 80% of students enjoyed the new activities, 75% felt their English skills improved, and 85% requested similar tasks in future lessons. These results demonstrate that targeted, affectively supportive, student-centred instruction can significantly increase learner participation and motivation in primary EFL classrooms.