HOW PAIR WORK HELPS STUDENTS LEARN ENGLISH: AN EXPLORATORY ACTION RESEARCH STUDY IN AN EFL PRIMARY CLASSROOM

Abstract

This study investigates how pair work activities support English language learning among young EFL learners in a primary school context in Uzbekistan. Drawing on an exploratory action research methodology, the research was conducted with 20 fourth-grade students (aged 9–10) at School Number 47 during a teaching practicum. Data were collected through student surveys, peer observations, teacher reflective journal entries, semi-structured interviews, and video-recorded lesson analysis. Findings reveal that pair work significantly reduces speaking anxiety, increases learner participation, and creates a more supportive and communicative classroom environment. Students reported higher levels of confidence and comfort when speaking in pairs compared to whole-class settings. The study concludes that pair work is a pedagogically valuable strategy for enhancing oral communication skills in EFL primary classrooms and recommends its systematic integration into language teaching practice.