Browsing by Author "Nurmagambetova A."

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    Emotional Challenges for EFL Learners in Developing Speaking Skills in Secondary Schools
    (SDU University, 2026) Nurmagambetova A.
    Foreign language learners tend to see oral communication as one of their primary goals when learning their target language because it allows learners an avenue for expressing themselves, as well as sharing thoughts, emotions, and opinions with others during face-to-face interactions in everyday life. Unfortunately, there are a lot of secondary school students who have emotional issues that detrimentally affect their capacity to be confident when speaking in English and to engage in conversations with other students and teachers. This study investigates the emotional barriers that EFL students encounter while trying to develop their speaking skills in secondary school. The study combined qualitative and quantitative data to draw on both statistical and descriptive data. The quantitative aspect of the study was based on a set of Likert-type scales given to 57 participants in seventh grade. The qualitative portion consisted of an interview with nine individuals. Krashen's Affective Filter Theory, Foreign Language Anxiety Theory, and Willingness to Communicate concepts provided a framework for explaining how emotional factors impact participants' ability to communicate orally and participate. The research found that many students feel anxious, are afraid of making mistakes, and often feel embarrassed, hesitate, or lack the confidence to participate in speaking activities. Students experience emotional difficulties that negatively affect their fluency, vocabulary recall, confidence, and readiness to communicate in English classes. Furthermore, the research demonstrated that the creation of a supportive classroom climate, positive reinforcement from teachers, and adequate preparation help create positive experiences for students while working in pairs or groups. This work demonstrates the significant role emotions play in development EFL speaking skills within the secondary educational level across Kazakhstan and notes that creating an emotionally supportive classroom (i.e. creating a safe and secure environment) can be beneficial for learners as it allows them to communicate more freely and reduce speaking anxiety.