HOW TO MOTIVATE STUDENTS TO SPEAK ENGLISH IN THE EFL CLASSROOM: A SURVEY-BASED STUDY AT NAMANGAN STATE INSTITUTE OF FOREIGN LANGUAGES

Abstract

Motivating students to speak English remains one of the most persistent challenges in English as a Foreign Language (EFL) instruction, particularly in non-English-speaking environments such as Uzbekistan. This study investigates the key strategies that effectively motivate EFL students to engage in oral communication in the classroom. Drawing on a mixed-methods approach, data were collected through a structured questionnaire administered to 50 undergraduate students at the Namangan State Institute of Foreign Languages, supplemented by classroom observations. The findings reveal that teacher encouragement, the use of interactive and communicative activities, reduction of the fear of error, and the integration of authentic real-life topics are the most influential factors in increasing speaking motivation. Both intrinsic and extrinsic motivational factors were identified as significant. The results are discussed in light of established theoretical frameworks including Dörnyei's motivational strategies and Harmer's principles of EFL teaching. Practical pedagogical recommendations are provided for EFL instructors seeking to create supportive, motivating speaking environments.