TOPIC: WAYS OF IMPROVING SPEAKING SKILLS B1 LEVEL IN SECONDARY SCHOOLS

218 TOPIC: WAYS OF IMPROVING SPEAKING SKILLS B1 LEVEL IN SECONDARY SCHOOLS Toleubayeva A.O., PhD, Karakalpak State University, Associate professor, Juginisova Xurliman, Karakalpak State University 2-nd year student, DOI: https://doi.org/10.5281/zenodo.17797713 Abstract. This article explores ways to improve speaking skills of B1 level students in secondary schools. Many learners struggle with limited vocabulary, shyness, and fear of mistakes. To overcome these challenges, interactive methods such as discussions, role-plays, storytelling, and vocabulary games are recommended. The use of visuals, technology, motivation, and supportive feedback are also emphasized. Findings show that combining interactive and motivational strategies helps B1 level students become more fluent and confident speakers. Keywords: Speaking skills; B1 level; secondary schools; language acquisition; interactive activities; role-play; motivation; feedback; vocabulary development. Annotaciya. Ushbu maqolada umumiy o‘rta ta’lim maktablarida B1 darajadagi o‘quvchilarning nutq ko‘nikmalarini takomillashtirish yo‘llari o‘rganiladi. Ko‘pgina o‘quvchilar so‘z boyligining cheklanganligi, tortinchoqlik va xatolardan qo‘rqish bilan kurashadilar. Ushbu muammolarni bartaraf etish uchun suhbat, rolli o‘yinlar, hikoya, lug‘at o‘yinlari kabi interfaol usullardan foydalanish tavsiya etiladi. Shuningdek, vizual vositalar, texnologiyalar, motivatsiya va qo‘llab-quvvatlovchi fikr-mulohazalardan foydalanish ta’kidlanadi. Natijalar shuni ko‘rsatadiki, interaktiv va motivatsion strategiyalarni birlashtirish B1 darajadagi talabalarga yanada ravon va ishonchli notiq bo‘lishga yordam beradi. Kalit sòzlar: Nutq ko‘nikmalari; B1 darajasi; o‘rta maktablar; til o‘rganish; interfaol faoliyat; rolli o‘yin; motivatsiya; qayta aloqa; lug‘atni rivojlantirish. Аннотация. В данной статье рассматриваются способы улучшения навыков говорения учащихся уровня B1 в средних школах. Многие учащиеся испытывают трудности с ограниченным словарным запасом, стеснительностью и страхом перед ошибками. Для преодоления этих трудностей рекомендуются интерактивные методы, такие как дискуссии, ролевые игры, рассказывание историй и словарные игры. Также подчеркивается использование визуальных элементов, технологий, мотивации и поддерживающей обратной связи. Результаты показывают, что сочетание интерактивных и мотивационных стратегий помогает студентам уровня B1 стать более свободно говорящими и уверенными в себе. Ключевые слова: Навыки говорения; В1 уровень; средние школы; изучение языка; интерактивная деятельность; ролевая игра; мотивация; обратная связь; развитие словарного запаса. Introduction: Speaking is one of the most important skills in language learning. In secondary schools, B1 level students need to improve their speaking competence for both academic and real-life communication. Although they have basic grammar and vocabulary, many of them face problems such as shyness, limited vocabulary, and fear of mistakes. These challenges slow down their progress. Therefore, it is essential to apply effective methods to develop their speaking skills 219 [1][6]. In my opinion, without focusing on speaking, students cannot achieve real communicative competence. Grammar and vocabulary alone are not enough if learners cannot use them in real conversations. A supportive classroom environment and interactive activities can help students become more fluent and confident speakers [6]. From my point of view, creating a positive atmosphere in the classroom is the first step towards success, because students learn better when they feel comfortable and supported. MAIN PART Interactive Activities: One of the most effective ways to improve speaking skills is through interactive activities. Group discussions, pair work, and question– answer sessions give students the chance to express themselves [1][2][6]. For example, teachers can divide students into small groups and provide them with topics such as “My favorite holiday,” “The role of technology in our life,” or “A memorable day at school.” Such activities help students to speak more freely, build confidence, and develop fluency [6]. Role-Plays and Simulations: Role-play activities are particularly useful for B1 level students. They simulate real-life situations such as ordering food in a restaurant, buying something in a shop, or asking for directions [2][6]. Through roleplaying, students practice practical phrases and expressions, which increases their confidence when they face similar situations in reality [1]. Simulations of job interviews, traveling, or doctor–patient conversations can also be applied [6]. Storytelling and Presentations: Storytelling is another powerful method to develop speaking. Students can be encouraged to share personal experiences, interesting events, or short stories [3][6]. Teachers may provide prompts like “Tell us about your last holiday” or “Describe a funny situation you experienced.” In addition, short presentations on simple topics (such as hobbies, family, school subjects) help students to improve not only their speaking but also their public speaking skills [6]. These tasks also motivate students to use correct grammar structures, especially past tense and descriptive language. Vocabulary Development: Limited vocabulary is one of the main obstacles for B1 students. Therefore, teachers should integrate vocabulary-building tasks into their lessons [2][6]. Games like word association, flashcards, and tongue twisters can make learning fun and effective. For instance, in debates on simple topics like “Is technology good or bad?” students learn new words and expressions while practicing fluency [1][6]. Expanding vocabulary directly supports better speaking performance. Using Visuals and Media: Pictures, videos, and posters can be effective tools to stimulate conversation [1][6]. Teachers may ask students to describe an image, 220 predict what will happen next in a video, or create a story based on a picture. Such activities not only encourage creativity but also help students to practice descriptive and imaginative language [6]. Using modern technologies like language learning apps and interactive platforms can also motivate learners [4]. Feedback and Peer Support: Constructive feedback plays a vital role in improving speaking. Teachers should correct students gently, focusing on their progress rather than mistakes [5]. Peer feedback can also be useful, as students learn from each other and become more aware of their own errors [6]. A supportive atmosphere encourages students to take risks and practice more freely [1][6]. Motivation and Confidence-Building: Motivation is the key to success in language learning. Teachers can increase motivation by choosing interesting and relevant topics for discussions [4][6]. For example, secondary school students are often interested in music, sports, social media, or future careers. If lessons are connected with their interests, students will participate more actively [6]. Teachers should also encourage and praise students for their efforts, which helps them overcome shyness and fear of speaking [1][4][6]. Conclusion: In conclusion, improving speaking skills of B1 level students in secondary schools requires interactive methods, motivation, and a supportive environment. Activities like discussions, role-plays, storytelling, and vocabulary tasks provide real communication practice. Visuals, media, and constructive feedback make learning more engaging and boost confidence. Speaking is essential not only for academic success but also for real life. Teachers should adapt their methods and create a friendly atmosphere so that students can develop fluency and become confident speakers. References 1. Richards, J.C. (2006). Communicative Language Teaching Today. Cambridge University Press. Retrieved from https://www.professorjackrichards.com/wp-content/uploads/RichardsCommunicative-Language.pdf 2. Ismaili, M., & Bajrami, L. (2016). Information Gap Activities to Enhance Speaking Skills of Elementary Level Students. Procedia - Social and Behavioral Sciences, 232, 612–616. https://doi.org/10.1016/j.sbspro.2016.10.084 3. Alterio, M. (2008). Using Storytelling to Enhance Student Learning. The Higher Education Academy, 28(3), 232–239. https://doi.org/10.1016/j.nedt.2007.05.001 4. Marcellino, M. (2008). English Language Teaching in Indonesia: A Continuous Challenge in Education and Cultural Diversity. TEFLIN Journal, 19, 57–69. 5. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th ed.). New York: McGraw-Hill Companies. 6. Xoldorova, Sh. (2023). To Develop Skills of Speaking in B1 Level Students. Research Focus International Scientific Journal, 2(12), 33–36. https://doi.org/10.5281/zenodo.10404355