THE ROLE OF THE TEACHER AND EFFECTIVE CLASSROOM ORGANIZATION IN DEVELOPING SPEAKING SKILLS IN ENGLISH LANGUAGE TEACHING: A FOCUS ON TOURISM STUDENTS AT B1-B2 LEVELS
Abstract
Developing speaking skills is a fundamental goal in English language teaching, especially for students majoring in tourism where communication competence plays a pivotal role in their future careers. Despite significant progress in language teaching methodologies, many learners at the B1–B2 levels still face difficulties in expressing themselves fluently and confidently in real-life situations. This study explores the dual role of the teacher as both facilitator and motivator in enhancing students’ speaking abilities and examines how effective classroom organization contributes to successful communication outcomes. By integrating theoretical approaches such as Communicative Language Teaching (CLT), Task-Based Learning (TBLT), and Vygotsky’s sociocultural theory with practical classroom strategies, the study proposes a pedagogical model tailored to tourism students’ needs. An experimental approach was applied with 60 participants in two groups: a control group receiving traditional instruction and an experimental group engaged in interactive speaking tasks, role-plays, and authentic communication scenarios. Results indicated a 30% improvement in fluency, vocabulary range, and confidence in the experimental group. The findings highlight the critical importance of teacher scaffolding, feedback, and classroom interaction design in developing communicative competence. This research contributes to English for Specific Purposes (ESP) methodology and provides practical implications for teachers aiming to enhance speaking skills in tourism education contexts.
Keywords
How to Cite
References
. Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education.
. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.
. Akhmedov H. U. How to teach Russian to non-native speakers: tips for effective communication //экономика и социум. – 2025. – №. 6-1 (133). – с. 123-128
. Derwing, T. M., & Munro, M. J. (2015). Pronunciation Fundamentals: Evidence-based Perspectives for L2 Teaching and Research. John Benjamins.
. Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for Specific Purposes: A Multi-disciplinary Approach. Cambridge University Press.
. Ellis, R. (2017). Task-Based Language Teaching: Research and Practice. Oxford University Press.
. Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.
. Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Education.
. Ахмедов X. У. Методика преподавания русского языка с применением цифровых технологий в старших классах общеобразовательной школы» //Экономика и социум. – 2025. – №. 6-1 (133). – С. 949-954.
. Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics: Selected Readings (pp. 269–293). Penguin.
. Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
. Lesiak-Bielawska, E. (2019). The relevance of authentic materials in English for Specific Purposes. English for Specific Purposes World, 20(58), 1–15.
. Morozova, V. I. (2021). Interactive Technologies in the Training of Guides and Interpreters. Moscow State University Press.
. Akhmedov, H. U. (2025). Practical strategies for developing communication skills and student assessment. Экономика и социум, (6-1 (133)), 108-114.
. Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
. Oxford, R. L. (2011). Teaching and Researching Language Learning Strategies. Pearson.
. Uzairovich, A. H. (2024). Teaching English to primary school learners with help of illustrative implements. Theory and analytical aspects of recent research, 3(30), 34-37.
License
Copyright (c) 2025 Hasan Uzairovich Akhmedov
This work is licensed under a Creative Commons Attribution 4.0 International License.
