WHY ARE MY STUDENTS NOT INTERESTED IN ENGLISH? AN EXPLORATORY ACTION RESEARCH ON LEARNER ENGAGEMENT IN PRIMARY EFL CLASSROOMS

Abstract

Student disengagement is a persistent challenge in foreign language classrooms, particularly at the primary level. This study, conducted as part of a teaching practicum at School No. 29 in Namangan, Uzbekistan, investigates the reasons why some 3rd and 4th grade students appeared disengaged during English lessons. Guided by an exploratory action research framework, the researcher used reflective notes, student questionnaires, and interviews with both students and an experienced teacher to identify root causes of disengagement. Findings revealed that task difficulty, lesson pace, fear of making mistakes, and insufficient use of varied and interactive activities were key contributing factors. Drawing on Krashen's (1982) Affective Filter Hypothesis and Harmer's (2007) principles of learner motivation, the researcher implemented an action plan featuring engaging warm-up activities, interactive tasks, visual aids, role-plays, and rearranged seating. Post-intervention survey data demonstrated notable improvements: 80% of students enjoyed warm-up activities, 75% felt the new tasks enhanced their English skills, and 85% expressed a desire for similar activities in future lessons. These findings affirm that student-centred, affectively supportive instruction significantly increases learner participation and motivation in EFL primary classrooms.