CLASSROOM PARTICIPATION PROBLEMS IN ESL CLASSES: CAUSES, PERCEPTIONS, AND STRATEGIES

Abstract

Classroom participation remains one of the most persistent challenges in English as a Second Language (ESL) instruction, particularly in non-Anglophone environments such as Uzbekistan. This study investigates the causes of low student participation in oral activities during ESL classes and explores effective strategies to address this problem. Drawing on a practicum-based action research approach, data were collected via a structured eleven-item questionnaire administered to 6th and 9th grade students at General Secondary School No. 68 in Namangan, supplemented by systematic classroom observations. The findings reveal that fear of making mistakes, limited vocabulary, and low self-confidence are the primary barriers to student participation. Students reported greater willingness to participate during pair work and group discussion activities compared to individual tasks. Based on the findings, this study recommends strategies including the Think–Pair–Share method, role plays, gamification, and vocabulary pre-teaching. The results are discussed in relation to established theoretical frameworks, including Harmer’s principles of communicative language teaching and Horwitz’s model of foreign language anxiety. Practical recommendations are provided for ESL instructors seeking to foster more inclusive, participatory classroom environments.