INVESTIGATING THE EFFECTS OF USING ACTIVE TEACHING METHODS IN IMPROVING STUDENTS SPEAKING SKILLS IN KAZAKHSTAN

 

ABSTRACT

This study investigated the effects of active teaching methods on enhancing speaking skills within Kazakhstan’s English as a Foreign Language context, addressing the growing need for communicative competence in a globalized world. While research on active learning is extensive globally, there is a notable gap in studies specifically examining its impact on speaking skills within the Kazakhstani educational context. Participants included 10 EFL teachers and 41 students from secondary schools and universities in Kazakhstan, who were selected based on convenience sampling. A mixed-method design was employed, combining qualitative and quantitative teacher and student questionnaires to gather data on their experiences with active teaching methods. Quantitative data revealed that 80% of teachers observed significant improvements in student fluency and confidence after implementing active teaching methods. Qualitative findings highlighted the effectiveness of collaborative activities, role-plays, and technology integration in fostering speaking skills, with students also expressing a strong preference for these active approaches over traditional lectures. These findings suggest that active teaching methods hold significant potential for improving EFL speaking skills in Kazakhstan, but highlight the need for more teacher training and resource provision to fully leverage these methods.

АННОТАЦИЯ

В этом исследовании изучалось влияние активных методов обучения на развитие разговорных навыков в контексте изучения английского языка в Казахстане как иностранного, что удовлетворяло растущую потребность в коммуникативной компетентности в глобализированном мире. В то время как исследования по активному обучению широко распространены во всем мире, существует заметный пробел в исследованиях, специально посвященных изучению его влияния на разговорные навыки в казахстанском образовательном контексте. В число участников вошли 10 преподавателей EFL и 41 учащийся из средних школ и университетов Казахстана, которые были отобраны на основе удобной выборки. Для сбора данных об их опыте использования активных методов обучения был использован смешанный метод, сочетающий качественные и количественные опросы преподавателей и учащихся. Количественные данные показали, что 80% учителей отметили значительное улучшение беглости речи и уверенности учащихся после внедрения активных методов обучения. Качественные результаты показали эффективность совместных занятий, ролевых игр и интеграции технологий в развитии навыков устной речи, причем студенты также выразили явное предпочтение этим активным подходам по сравнению с традиционными лекциями. Эти результаты свидетельствуют о том, что активные методы обучения обладают значительным потенциалом для улучшения навыков говорения на EFL в Казахстане, но подчеркивают необходимость повышения квалификации преподавателей и предоставления ресурсов для полного использования этих методов.

 

Keywords: speaking, EFL, active teaching strategies, English.

Ключевые слова: разговорная речь, EFL, активные стратегии обучения, английский язык.

 

INTRODUCTION

The acquisition of effective speaking skills in foreign language education has long been a key challenge for educators and learners alike. In Kazakhstan, as in many other countries, speaking skills are regarded as a cornerstone of language competence, reflecting the learner's ability to use the language for real-life communication. However, despite significant efforts in foreign language education, students in schools and universities often struggle with oral communication, primarily due to traditional teaching methods that emphasize rote learning over interaction. According to multiple studies, these methods, while effective for grammar and vocabulary acquisition, do not adequately prepare students for the dynamic and spontaneous nature of spoken language use (Pawlak, & Waniek-Klimczak, 2015; Shilling et al., 2023). 

Active teaching methods provide a solution to these challenges by shifting the focus from passive absorption of information to interactive, student-centered learning. Active teaching encompasses educational techniques that encourage students to take an active role in their learning through participation, collaboration, and practical activities, shifting the focus from passive listening to meaningful engagement and skill-building. Techniques such as task-based learning, project-based activities, games and cooperative group work emphasize communication, critical thinking, and problem-solving, which are essential for effective speaking skills in a foreign language. These approaches engage students in real-life scenarios, allowing them to practice language use in context, which is crucial for developing fluency and confidence.

The integration of active teaching methods in second language acquisition has been increasingly explored, with recent studies emphasizing its benefits in improving student engagement, communication skills, and linguistic competence (Beichner, 2014; Edwards, 2015; Sirisrimangkorn, 2021).

Data from several studies indicate that classrooms employing active teaching strategies, such as group discussions, games and role-playing, yield better speaking outcomes compared to traditional lecture-based methods (Barnett-Itzhaki et al., 2023; Setia Dewi, 2020; Mayo & Pilar, 2021).

However, a review of the literature conducted by the author has shown that, despite the growing body of research on active teaching methods, there remains a notable gap in the literature regarding their application in the specific context of Kazakhstan. Previous studies have primarily focused on Western educational settings, leaving a void in understanding how these methods can be effectively implemented within Kazakhstan's unique cultural and educational landscape.

This study seeks to address these research gaps by investigating the effects of using active teaching methods on improving students' speaking skills in Kazakhstan. The primary research question guiding this investigation is: Active teaching methods positively influence the speaking abilities of learners in Kazakhstani educational settings. By exploring this question, the research aims to contribute valuable insights that can inform pedagogical practices in the region.

The significance of this study lies in its potential to enhance our understanding of effective language instruction in Kazakhstan and to provide practical recommendations for educators. The findings will not only highlight the effectiveness of active teaching methods but also offer strategies tailored to the cultural and educational contexts of Kazakhstani students. The structure of this paper will include a review of relevant literature, followed by methodology, results, and discussion sections, ultimately aiming to provide a comprehensive analysis of the impact of active teaching methods on students’ speaking skills.

A LITERATURE REVIEW

Speaking skills

Language learning involves the development of multiple interrelated skills: listening, speaking, reading, and writing. Among these, speaking holds a particularly critical role, as it enables learners to actively participate in real-time communication. Speaking involves the dynamic exchange of information between two or more individuals, where ideas are conveyed and understood through oral interaction (Moayeri & Khodareza, 2019). This skill not only facilitates practical language use but also reinforces other aspects of language competence by integrating vocabulary, grammar, and pronunciation in a meaningful context.

The ultimate aim of language learners is to achieve effective communication with native speakers of the target language or to speak fluently. However, mastering English is often more complex than it might appear in theoretical descriptions. Achieving fluency, especially in speaking, requires overcoming numerous challenges and dedicating significant effort to practice. For non-native speakers, attaining a level of fluency comparable to native speakers is a demanding process that involves consistent practice and application.

As Harmer (as cited in Wheat et al., 2018) emphasizes, "Speaking is an integrated skill," meaning that learners must acquire and apply knowledge of grammar, pronunciation, and vocabulary to speak effectively and fluently. This suggests that speaking is not merely about producing sounds; it involves the simultaneous use of various linguistic elements. Grammar helps organize thoughts coherently, vocabulary expands the ability to express ideas, and pronunciation, along with intonation, ensures clarity and accuracy in communication.

To enhance speaking skills, active practices such as frequent speaking, asking questions, participating in discussions, and role-playing dialogues are crucial. Regular practice helps students refine their pronunciation, gain confidence, and achieve fluency in spoken English (Khan & Madden, 2016). By regularly engaging in such interactive exercises, students not only develop their linguistic abilities but also create meaningful learning experiences that support long-term retention. Moreover, active student involvement allows learners to apply their knowledge effectively in various contexts, reinforcing their overall communicative competence.

Active teaching methods are instrumental in creating opportunities for such dynamic engagement. Techniques like task-based learning, cooperative learning, and role-play immerse students in real-world communication scenarios that mirror authentic language use. These methods emphasize interaction, collaboration, and hands-on activities, allowing learners to practice and refine their speaking skills in a supportive and stimulating environment.

Active teaching methods

Active teaching methods, which focus on engaging students in the learning process through interactive activities and collaboration, have gained widespread recognition as an effective pedagogical strategy. These methods encourage students to actively participate in their own learning, making the process more dynamic and meaningful.

Active teaching strategies are grounded in the principles of learner-centeredness, collaboration, and real-world application. They challenge the conventional teacher-centered approach by positioning students as active participants in their learning journey. These methods not only improve linguistic competence but also enhance confidence, critical thinking, and problem-solving skills, which are vital in today's globalized world. Existing research recognizes the critical role played by these interactive approaches in fostering not only linguistic competence but also students' confidence and motivation to communicate (Mulatu & Bezabih, 2018).

The concept of active learning is defined in various ways across the literature. Some scholars, such as Edwards (2015), emphasize that active learning involves students directly in the learning process, shifting the focus from passive reception to active engagement. According to Gudwin (as cited in Borneo, 2018), active learning refers to a specific set of teaching practices that approach the student learning process from a perspective distinct from traditional methodologies. In the present study, we adopt an inclusive definition of active learning, considering it as any method that encourages students to step beyond passive participation and engage actively in their own learning process.

Active teaching methods encompass a range of strategies, such as peer learning (student presentations, flipped classrooms, and team-based learning), peer evaluation (assessing peers' work), and case-based learning (solving real-world problems), all of which foster collaborative, practical engagement among students (Farashahi & Tajeddin, 2018). According to Khan and Madden (2016) these methods can be applied through blended learning, simulations, role-playing, knowledge tests, and active discussions, and are often categorized by the use of multimedia or digital technologies, as well as whether they occur in a physical (face-to-face) or virtual space (online or remote learning).

Recent studies have highlighted the positive impact of active teaching methods on the development of speaking skills in foreign language education. For instance, Sirisrimangkorn (2021) found that PBL significantly improved the speaking abilities of EFL learners through group presentations, fostering fluency, vocabulary, and pronunciation.

A study by Mayo & Pilar (2021) highlights how collaborative language learning aligns with sociocultural theory, where language development is deeply rooted in social interaction. Activities that involve group discussions, problem-solving, or cooperative tasks have been shown to boost learners' ability to communicate spontaneously and more naturally in a second language, as they mimic real-life conversational dynamics.

In conclusion, active teaching methods play a vital role in enhancing students' speaking skills by creating dynamic, interactive learning environments. These approaches not only provide opportunities for real-time practice and feedback but also foster greater student engagement and motivation. By shifting the focus from passive learning to active participation, students develop stronger communication abilities, including improved fluency and confidence, which are essential for success in foreign language learning.

MATERIALS AND METHODS 

This study employs a mixed-methods design to investigate the effects of active teaching methods on improving students' speaking skills in foreign language education in Kazakhstan. According to Creswell and Creswell (2018), mixed methods research combines the strengths of qualitative and quantitative approaches while minimizing their limitations. It offers a sophisticated and innovative framework, making it suitable for researchers with access to both data types and those seeking advanced research methodologies. This approach is appropriate for our research as it allows for a comprehensive exploration of both quantitative and qualitative dimensions of the teaching methods employed in the classroom.

Participants

51 participants were recruited using a convenience sampling (Creswell, 2018) technique based on practical considerations such as availability and accessibility. These included 10 experienced EFL teachers from various educational institutions, such as universities, colleges, and secondary schools in Almaty, Kazakhstan, as well as 41 EFL learners. The learners consisted of undergraduate students enrolled in university-level language programs and 10th- and 11th-grade secondary school students with intermediate English proficiency.

Instruments

Data were collected through two semi-structured questionnaires designed for teachers and students, each consisting of 10 questions. Semi-structured questionnaires are widely used in research because they balance flexibility and consistency, allowing researchers to gather in-depth qualitative insights while maintaining a degree of standardization for easier comparison and analysis (Cohen et al., 2007). The questionnaires were developed to assess perceptions of active teaching methods and their impact on speaking skills. Both questionnaires consisted of a combination of open-ended, closed-ended, Likert-scale and multiple-choice questions to gather comprehensive data (see Appendices A and B).

Teacher Questionnaire. This included items to explore teachers’ understanding and application of active teaching methods, their perceptions of its impact on speaking skills, and the challenges they face. Closed-ended questions captured quantitative data on the frequency of using specific techniques, while open-ended questions allowed teachers to elaborate on their experiences and suggest improvements (see Appendix A).

Student Questionnaire. This focused on students' experiences with active learning activities in their EFL classes. Closed-ended and multiple-choice questions assessed students' confidence levels, perceived improvements in speaking skills, and preferences for active learning strategies. Open-ended questions provided opportunities for students to describe their experiences and attitudes toward specific methods (see Appendix B).

Procedures

The survey was conducted entirely online, ensuring accessibility for participants. Conducting the survey entirely online was justified as it ensured wider reach, convenience for participants, cost-effectiveness, and efficient data collection while adhering to time constraints and accessibility considerations. Teachers and students were invited to participate via WhatsApp messenger, with the questionnaires distributed through a secure online platform Google Forms*. Participants were informed about the study's purpose and assured of the confidentiality of their responses.

To ensure clarity and consistency, the questionnaires were piloted with a small subset of participants before full deployment. Adjustments were made to enhance question clarity and relevance based on feedback. Participation was voluntary, and informed consent was obtained from all participants. Respondents were assured of confidentiality. Clear instructions were provided about their right to withdraw at any point without penalty. Additionally, the online format adhered to data protection protocols to ensure privacy.

Data Analysis

Quantitative data from closed-ended and multiple-choice questions were analyzed using Excel spreadsheets to identify trends and patterns. Thematic analysis was applied to qualitative responses from open-ended questions, uncovering deeper insights into participants' perceptions and experiences. By utilizing a combination of teacher and student perspectives, this approach provided a holistic understanding of the effectiveness and challenges associated with active teaching methods in language teaching. The mix of quantitative and qualitative data strengthened the reliability and depth of the study’s findings.

RESULTS

The study aimed to evaluate the effects of active teaching methods on improving students' speaking skills in Kazakhstan. Data was collected from two groups: 10 EFL teachers and 41 EFL students from universities and secondary schools. The results are summarized below.

Teacher Responses

Out of the 10 teacher participants, 8 represented secondary schools, while 2 were university educators. Regarding teaching experience, 70% had 1–3 years of teaching experience, while 30% had more than nine years.

The responses to the question, "How do you define active learning in the context of teaching speaking skills in EFL?" provided a variety of perspectives, which revealed several recurring themes and practices. A significant number of responses mentioned collaborative activities such as group work, pair discussions, role-plays, and debates. These were commonly described as essential for creating interactive environments for practicing speaking skills. Tasks requiring practical use of speaking skills, including storytelling, simulations, and problem-solving activities, were frequently cited as integral to active learning. Many respondents identified interactive tools like games and quizzes as key components for making speaking activities dynamic and engaging. Peer feedback and self-assessment were highlighted as common practices in fostering student involvement and enhancing learning outcomes. Several responses pointed to critical thinking as an element of active learning, with activities designed to stimulate deeper engagement and reflection. Active participation through pair or group work was frequently mentioned, aligning with a focus on creating a learner-centered learning environment. These data suggest commonalities in the definition and application of active learning, emphasizing engagement, interaction, and contextual relevance.

Teachers reported that group work and discussions were the most impactful strategies, each identified by 40% of respondents. Role-playing was selected by 20% of the participants (see Figure 1).

 

Figure 1. Teacher perceptions of most effective active teaching methods

 

Overall, 80% of teachers believed that active teaching methods significantly improved students' speaking fluency and confidence, while a small percentage (10%) were unsure and 10% did not see improvement.

Teacher feedback indicates that most students generally respond positively to active teaching methods, with 40% indicating high engagement, 30% showing varied responses, 20% being somewhat engaged, and 10% mostly disengaged.

The most significant challenge faced by teachers when implementing active teaching methods for developing speaking skills is a lack of time, accounting for 40% of responses. This is followed by student resistance (30%), limited resources (20%), and limited opportunities for practice (10%). In response to the question about additional support for implementing active learning strategies in teaching speaking skills, respondents highlighted several key resources: teacher training, diverse learning materials, peer and self-assessment tools, flexible classroom spaces, authentic materials, classroom management strategies, cultural exchange opportunities, clear learning outcomes, and language support (vocabulary and pronunciation resources).

Student Responses

The data show that there are 21 respondents from secondary schools, primarily in the 10th grade, and 20 respondents from universities, with the majority in their 4th year (see Figure 2).

 

Figure 2. Grade/Academic Year/Institution distribution of respondents

 

According to Figure 3, the majority of students frequently engage in speaking activities during their English lessons. A significant portion participates occasionally, while a smaller number rarely do so. A very small percentage of students never engage in speaking activities.

 

Figure 3. Student engagement in speaking activities during English lessons

 

The majority of students (65.9%) expressed a preference for active learning activities over traditional lectures, stating that they found interactive approaches enjoyable and effective for improving their speaking skills.

According to Figure 4, the majority of students reported feeling motivated to speak English during active learning activities. A significant number felt motivated often, while a smaller portion felt motivated sometimes or rarely. Very few students never felt motivated to speak in these situations.

 

Figure 4. Frequency of motivation to speak English during active learning activities

 

Additionally, 80.5% of students believed that integrating technology, such as language learning apps and online discussions, could further enhance their speaking proficiency.

A significant portion of students (65.9%) agreed that active learning activities made them more confident in speaking English (See Table 1). Specific improvements noted included better pronunciation, increased vocabulary, and the ability to organize thoughts during conversations.

Table 1.

Student confidence in speaking English after active learning activities

 

When asked about the most effective active learning activity for improving speaking skills, respondents offered a variety of opinions. Role-play and debate were identified as effective activities for simulating real-world scenarios and fostering critical thinking. Group discussions were also valued for their benefits in developing speaking, listening, and critical thinking skills. Additionally, participants expressed interest in structured activities like presentations and storytelling, as well as language exchange and conversation clubs for low-pressure practice.

Student responses reveal a variety of improvements in speaking skills since participating in active learning activities. A significant proportion of students (72.2%) reported a general improvement in their speaking skills, while others cited specific changes such as increased fluency (7.3%), improved confidence (7.3%), and better pronunciation (7.3%).  A smaller percentage of students mentioned specific improvements like using idioms, linking words, and expressing themselves more clearly. Some students also noted increased participation and a greater willingness to speak. However, a small percentage reported no noticeable changes in their speaking skills.

DISCUSSION

The findings reveal significant trends and practical implications for enhancing speaking skills through active learning. Findings revealed that teachers and students widely recognize the benefits of these methods. Teachers highlighted collaborative activities, peer feedback, and real-world tasks as central to fostering fluency and confidence. Similarly, students reported increased motivation, confidence, and improved pronunciation, vocabulary, and fluency through participation in active learning activities such as debates, role-plays, and group discussions. However, barriers such as time constraints, limited resources, and uneven student engagement were noted.

The results support previous research emphasizing the value of active, student-centered learning in language acquisition (Shilling et al., 2023; Sirisrimangkorn, 2021; Wheat et al., 2018). Themes such as project-based learning, debates and discussions, and interactive activities align with trends seen in global EFL studies, with high engagement levels and skill improvements confirming the effectiveness of these methods for building communicative competence.

A notable 80.5% of students prefer using technology in their learning, reflecting modern trends in education. However, this also reveals a gap in available resources and teachers' readiness to use digital tools effectively. Additionally, the 10% of students who are disengaged suggests differences in motivation or factors like classroom dynamics and cultural influences, which need further investigation.

The qualitative findings suggest that incorporating technology-enhanced activities, such as virtual exchanges, language apps, and online debates, can enhance active learning strategies but may be limited by class size and the planning of these activities. Establishing language clubs or conversation groups can provide additional low-pressure practice opportunities outside the classroom, depending on how these initiatives are organized and supported.

The findings carry important implications for teaching and policy development. Practically, they point to a need for:

• Better teacher training, focusing on time management, active teaching strategies, and using technology.
• Increased access to diverse teaching materials and digital tools for interactive lessons.
• Strategies to motivate less engaged students, such as personalized feedback and tailored instruction.

Theoretically, the study adds to evidence that active learning enhances speaking skills in EFL, highlighting the key roles of teacher practices, student participation, and technology in language education.

The study's small sample size and focus on one region may limit its applicability to broader contexts, and reliance on self-reported data introduces potential bias. However, the consistency in responses across participants reinforces the reliability of the conclusions.

CONCLUSION

This study highlights the importance of active teaching methods in improving students' speaking skills in Kazakhstan's EFL classrooms. Activities like group work, project-based tasks, and interactive tools were found to boost students' fluency, confidence, and communication abilities. Many students also supported the use of technology, seeing it as a helpful tool for learning.

The findings suggest that EFL education can benefit from creating more engaging, student-focused environments while addressing challenges like limited resources and student disengagement. By using these methods, teachers can help students build stronger speaking skills and gain more confidence over time.

 

*(At the request of Roskomnadzor, we inform you that a foreign person who owns Google information resources is a violator of the legislation of the Russian Federation - ed. note)

 

References:

1. Barnett-Itzhaki, Z., Beimel, D., & Tsoury, A. (2023). Using a variety of interactive learning methods to improve learning effectiveness: Insights from AI models based on teaching surveys. Online Learning, 27(3), 363-386. https://doi.org/10.24059/olj.v27i3.3575
2. Beichner, R. J. (2014). History and evolution of active learning spaces. New Directions for Teaching and Learning, 2014, 9-16.
3. Borneo, R. (2018). Promoting active learning activities to improve students' speaking ability. Social Science Learning Education Journal, 3(11), 2342-2348. https://sslej.in/index.php/sslej/article/view/2342
4. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge. https://islmblogblog.wordpress.com/wp-content/uploads/2016/05/rme-edu-helpline-blogspot-com.pdf
5. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. https://spada.uns.ac.id/pluginfile.php/510378/mod_resource/content/1/creswell.pdf
6. Edwards, S. (2015). Active learning in the middle grades. Middle School Journal, 46(5), 26–32.
7. Farashahi, M., & Tajeddin, M. (2018). Effectiveness of teaching methods in business education: A comparison study on the learning outcomes of lectures, case studies, and simulations. The International Journal of Management Education, 16(1), 131–142.
8. Khan, A. A., & Madden, J. (2016). Speed learning: Maximizing student learning and engagement in a limited amount of time. International Journal of Modern Education & Computer Science, 8(7).
9.  Mayo, G., & Pilar, P. (2021). Working collaboratively in second/foreign language learning. De Gruyter Mouton. https://doi.org/10.1515/9781501511318
10. Moayeri, M., & Khodareza, M. R. (2019). The effect of mobile-assisted language learning on speaking accuracy of EFL learners. Technology in Language Teaching and Learning, 2(1), 22–35. https://doi.org/10.29140/tltl.v2n1.140
11. Mulatu, M., & Bezabih, W. (2018). Perceptions and practices of EFL teachers in implementing active learning in English classes: The case of three selected secondary schools in Dawro Zone, SNNPRS, Ethiopia. Hawassa University.
12. Pawlak, M., & Waniek-Klimczak, E. (2015). Issues in teaching, learning, and testing speaking in a second language. Springer.
13. Setia Dewi, K. M. (2020). The effect of project-based learning and learner autonomy on students’ speaking skills. Journal of Education Research and Evaluation, 4(1), 82–89. https://doi.org/10.23887/jere.v4i1.21251
14. Shilling, T., Thayer, J., Coria-Navia, A., & Ferguson, H. (2023). Student preferences for active learning and their beliefs, experiences, and knowledge. Teaching and Learning in Communication Sciences & Disorders, 7(2), Article 10.
15. Sirisrimangkorn, L. (2021). Improving EFL undergraduate learners’ speaking skills through project-based learning using presentation. Advances in Language and Literary Studies, 12(3), 65. https://doi.org/10.7575/aiac.alls.v.12n.3.p.65
16. Wheat, C. A., Sun, Y., Wedgworth, J. C., & Hocutt, M. M. (2018). Active university teaching and engaged student learning: A mixed methods approach. Journal of the Scholarship of Teaching and Learning, 18(4), 28-50. https://doi.org/10.14434/josotl.v18i4.22784

 

Appendices

APPENDIX A

QUESTIONNAIRE FOR TEACHERS

Thank you for your willingness to participate in this survey. Your participation in this questionnaire is entirely voluntary. You may choose to stop participating or skip any question without any negative consequences. All responses will remain anonymous, and no identifying information will be collected. The data will be used solely for research purposes and will be presented in aggregate form to protect your identity. By completing this questionnaire, you indicate your informed consent to participate in this study.

This survey should not require more than 20 minutes of your time to complete. Read the questions carefully.

1. Which institution do you represent?

a) University

b) College

c) Secondary school

2. How many years of experience do you have teaching English?

a) 1-3 years

b) 4-8 years

c) more than 9 years

3. How do you define active learning in the context of teaching speaking skills in EFL? ________________________________________________________

4.  Which of the following active learning strategies do you implement most often in your teaching to improve speaking?

a) Project-based learning

b) Group discussions

c) Role-playing

d) Interactive games

Other (please specify) _____________

5. Which active teaching method was found to have the most significant impact on students' speaking skills?

a) Group work

b) Project-based learning

c) Role-playing

d) Discussions and debates

Others (please specify) ____________

6. Do you feel that your students' speaking fluency has improved as a result of active teaching methods?

a) Yes

b) No

c) Unsure

7. To what extent do you believe active teaching methods improve students’ confidence in speaking English?

a) Very significantly

b) Significantly

c) Moderately

d) Slightly

e) Not at all

8. How do students generally respond to active teaching methods aimed at improving their speaking skills?

a) They are highly engaged and enthusiastic

b) They are somewhat engaged

c) Their response varies

d) They are mostly disengaged

e) They resist participating

9. What are the main challenges you face when implementing active teaching methods for developing speaking skills?

a) Lack of time

b) Large class sizes

c) Limited resources or materials

d) Students’ reluctance to participate

e) Other (please specify)

10. What additional support or resources do you think would help improve the implementation of active learning strategies in teaching speaking skills?

_____________________________________________________________

 

APPENDIX B

QUESTIONNAIRE FOR STUDENTS

Thank you for your willingness to participate in this survey.

Your participation in this questionnaire is entirely voluntary. You may choose to stop participating or skip any question without any negative consequences. All responses will remain anonymous, and no identifying information will be collected. The data will be used solely for research purposes and will be presented in aggregate form to protect your identity. By completing this questionnaire, you indicate your informed consent to participate in this study.

This survey should not require more than 20 minutes of your time to complete. Read the questions carefully.

1. Which institution do you represent?  What grade or academic year are you currently in? (Choose any two options from the list)

a) University

b) Secondary school

A) 1

B) 2

C) 3

D) 4

E) 10

F) 11

2. How often do you engage in speaking activities as part of your English lessons?

a) Very often – almost every class includes speaking activities.

b) Occasionally – speaking activities are included sometimes.

c) Rarely – speaking activities are not a regular part of lessons.

d) Never – there are no speaking activities in my lessons.

3. How do you feel about using interactive activities (e.g., discussions, role-plays, technology-integrated learning or group work) in your English classes?

a) They make learning more enjoyable and help me improve my speaking skills.

b) They are helpful, but I prefer traditional methods.

c) I find them difficult and prefer less interactive activities.

d) I don’t have an opinion on interactive activities.

4. How often do you feel motivated to speak in English during active learning activities (like group discussions, role-plays, or problem-solving tasks)?

a) Always

b) Often

c) Sometimes

d) Rarely

e) Never

5. Do you prefer active learning activities to traditional lectures in English lessons?

a) Yes

b) No

c) No preference

6. Do you think that using technology in speaking activities (e.g., language apps, online discussions) would help you improve your skills?

a) Yes

b) No

c) Not sure

7. How much do you agree with the statement: "I feel more confident speaking English after participating in active learning activities in class?"

a) Strongly agree

b) Agree

c) Neutral

d) Disagree

e) Strongly disagree

8. What type of active learning activity do you think is most effective in improving your speaking skills?

______________________________________________________________

9. What suggestions do you have for your teachers to make active learning activities more effective for improving speaking skills?

______________________________________________________________

10. What changes in your speaking skills have you noticed since participating in active learning activities in class?

______________________________________________________________