This study investigates the effect of peer-tutoring strategies on EFL students’ oral communication skills within cooperative learning settings. Peer-tutoring is a collaborative method where students help each other understand and practice language tasks, providing guidance and feedback. The research demonstrates how structured peer-tutoring activities enhance speaking skills, increase learners’ confidence, and foster active engagement. By promoting interaction, mutual support, and collaborative problem-solving, peer-tutoring helps students overcome speaking anxiety and improves fluency, vocabulary usage, and pronunciation. Findings suggest that integrating peer-tutoring into cooperative learning classrooms is an effective approach to developing both linguistic competence and oral communication confidence among EFL learners.

Foreign language teaching is evolving, with innovative methods and tools increasingly employed to enhance oral speech skills. Effective development of these skills relies heavily on understanding and applying psychological processes, lexical knowledge, and strategic communication techniques. This article reviews various strategies, such as metacognitive, cognitive, and social/affective strategies, and their roles in improving speaking abilities. Additionally, it addresses common interaction issues and suggests solutions like oral negotiation strategies and brainstorming techniques. The article defines the significance of modern teaching methods in improving effective and confident communication in foreign language education.

This article examines the role of paralinguistic features in oral communication, emphasizing their combined impact on interlocutors, which is often difficult to convey in written language. It explores the significance of vocalic and suprasegmental means such as speech tempo, volume, timbre, pausing, and articulation clarity. It highlights how speech tempo is inherently uneven and influenced by both individual and situational factors, including the speaker’s emotional state. Additionally, the article discusses how linguistic compression (e.g., contractions and reductions in English) affects speech perception, particularly for non-native speakers.

Speaking is the fundamental method by which young language learners encounter, understand, use, and acquire new languages. Speaking is the active use of language to express meaning. For young students, spoken language is the main method of language acquisition in the classroom rather than merely one component. However, difficulties with speaking can be major barriers to communicating and learning a foreign language effectively. Speaking is a challenge for students studying English as a second language, regardless of their level of proficiency. According to multiple researches, oral language use in the classroom has been largely ignored, and teachers tend to utilize oral language more often than students. However, oral language rarely provides a platform for pupils to explore concepts and learn new material, even when professors use it. Therefore, to build the knowledge required to manage oral communication concerns in an English as a foreign language setting, this article first comprehends the genuine nature of these problems and the situations in which they are formed.

This article explores the impact of small-group cooperative interactions on the development of oral fluency among EFL learners. The study highlights how structured group tasks, peer collaboration, and interactive speaking activities contribute to increased learner confidence, improved speaking accuracy, and enhanced communication fluency. The research also examines the role of group dynamics, student participation, and supportive learning environments in fostering effective speaking practice. The findings demonstrate that small-group cooperative learning not only encourages active engagement but also provides learners with meaningful opportunities to use English in real communicative situations, ultimately leading to measurable improvement in oral fluency.

Og'zaki muloqotga erishish ikkinchi tilni o'rganish va o'qitish jarayonining asosiy maqsadi va yakuniy maqsadiga aylanmoqda. Biroq, talabalar sinfda muloqot qilish uchun etarli imkoniyatlarga ega emaslar, bu ularning nutq qobiliyatlarini rivojlantirishga katta yordam beradi. Ushbu maqolada men yosh o’quvchilar va talabalar uchun ham ba'zi bilgan tavsiyalarimni berishga harakat qilaman. Ushbu loyihani amalga oshirish uchun sinfda kuzatishlar va simulyatsiya, jigsa (puzzle-rasmli boshqotirma) va hikoyani yakunlash kabi og'zaki faoliyatdan foydalanish orqali ma'lumotlarni to'plash uchun sifatli metodologiya qo'llaniladi. Ushbu tadqiqot natijalari talabalarning nutq qobiliyatlarini rivojlantirish uchun o'zaro ta'sirni o'z ichiga olgan og'zaki faoliyatdan foydalanish ta'siri haqida qimmatli ma'lumotlarni taqdim etishi kerak.

Grammatical errors in speaking refer to deviations from the standard rules and conventions of a language that occur during oral communication. These errors can manifest in various forms, including incorrect verb tense usage, subject-verb agreement issues, misplacement of modifiers, improper word order, and misuse of pronouns, among others. Furthermore, grammatical errors in written language are pervasive and can significantly impact the clarity, professionalism, and credibility of communication. This article examines the various types of grammatical errors commonly encountered in written texts, including issues with syntax, verb tense, subject-verb agreement, punctuation, and usage. By analyzing these errors, the article identifies key factors contributing to their prevalence, such as educational background, native language interference, and the increasing reliance on digital communication platforms. The consequences of grammatical inaccuracies are explored, highlighting their potential to hinder comprehension, diminish the writer’s authority, and create misunderstandings. Furthermore, the article reviews effective strategies for reducing grammatical errors, including the use of grammar-checking tools, the importance of proofreading, and targeted educational interventions. By understanding the root causes and impacts of grammatical errors, as well as implementing practical corrective measures, writers can enhance the quality and precision of their written communication.

In modern society, the formation of speech competence is of great interest, since there is a big problem associated with a clear lack of language education, low language competence of the majority of the population. Therefore, a person should learn to master the basic skills: to think independently, to look for the most correct ways to overcome difficulties; to possess a rich vocabulary, to be sociable, to work independently on their own development. In this regard, the requirements for teaching Russian language and literature include the formation of not only linguistic, but also speech competence of students related to the culture of oral and written speech, rules and methods of using language in different speech situations.

The article analyzes how discourse markers enhance spoken communication by linking linguistic choice, intent, and interpretation. It examines lexical, pragmatic, and sociolinguistic factors shaping meaning, coherence, and fluency in dialogue.

The requirements for teaching Russian language and literature include the formation of not only linguistic, but also speech competence of students related to the culture of oral and written speech, rules and methods of using language in different speech situations.

Maqolada rus tilini chet tili sifatida o‘qitish jarayonida tibbiyot talabalari og‘zaki nutqini rivojlantirishning nazariy va amaliy jihatlari ko‘rib chiqiladi. Tadqiqotning dolzarbligi bo‘lajak shifokorlarning kasbiy muloqotida rus tilining ahamiyati tobora ortib borayotgani bilan belgilanadi. Tadqiqotning maqsadi tibbiyot oliy ta’lim muassasasi talabalarida tinglab tushunish va gapirish ko‘nikmalarini shakllantirishda kommunikativ yondashuvning samaradorligini aniqlash va asoslab berishdan iborat. Tadqiqot jarayonida ilmiy adabiyotlarni nazariy tahlil qilish hamda pedagogik tajriba usullaridan foydalanildi. Olingan natijalar tibbiyot oliy ta’lim muassasasida og‘zaki nutqni kasbiy yo‘naltirilgan holda o‘qitish maqsadga muvofiqligini tasdiqlaydi.

This article talks about the methodology of teaching foreign languages in Uzbekistan. The author, relying on philological data and written sources, studied the existing peculiarities on the subject, which made clarifications on the basis of existing scientific literature. The article presented four methods of learning foreign languages: the grammar and translation method, the direct method, the audiolingual method, and the communicative method. Each method has been described in terms of its characteristics and approaches to language teaching. Opinions from linguists have been included to offer a critical view on each method. The grammar and translation method emphasizes reading and writing, the direct method focuses on oral communication and natural language acquisition, the audiolingual method values repetition and memorization, while the communicative method values meaningful communication and social interaction. From the presentation of the methods and the opinions of linguists, it was possible to understand the implications of each method in the teaching of foreign languages.

This article examines speech etiquette and the role of national culture in its formation, the emergence of socially conditioned forms of speech behavior due to various images and traditions, the specifics of youth speech in oral speech, specific ways of establishing communication between speech common interlocutors, social factors influencing the formation of speech etiquette.

This study investigates the role of group discussions as an effective tool for enhancing the speaking confidence of EFL (English as a Foreign Language) learners. It explores how structured and collaborative group interactions can help students overcome speaking anxiety, improve their fluency, and develop essential oral communication skills. The research examines various strategies for organizing group discussions in the classroom, such as role assignments, topic-based debates, and peer feedback, to encourage active participation and meaningful language use. The study also considers the psychological and social benefits of group discussions, including increased motivation, self-esteem, and cooperative learning skills, highlighting their importance in creating a supportive and interactive language learning environment

This article explores the strategic integration of Artificial Intelligence (AI) tools to enhance university students’ oral proficiency. It argues that AI systems, utilizing ASR (Automatic Speech Recognition) and LLMs (Large Language Models), provide an essential complement to traditional pedagogy. Key benefits include delivering instantaneous feedback on technical parameters like pronunciation and pace (prosody), and mitigating communication apprehension by offering a low-stakes, non-judgmental practice environment. However, the article cautions that AI must operate within a hybrid model, acknowledging its limitations in assessing non-verbal cues and addressing crucial ethical concerns related to data privacy.

This research investigates the intrinsic relationship between the written expression of opinion and the development of speaking competences among primary school teachers. Recognizing the pivotal role of educators as linguistic models, this study delves into the reciprocal nature of written and spoken language proficiency. Drawing on theoretical frameworks and empirical studies, we explore how honing written expression can catalyze advancements in oral communication skills. The findings underscore the significance of investing in the linguistic competence of primary school teachers, ultimately enhancing the educational experience for students. Moreover, this research advocates for the integration of innovative pedagogical approaches and technology-assisted platforms to foster a holistic approach to language instruction.

This article describes the features of speech behavior in the framework of the sociolinguistic approach. One of its key concepts is sexual selection (linguistic diversity by gender). Sociolinguistics considers gender as a socio-demographic characteristic that determines linguistic diversity along with occupation, age, and social origin. Gender is fundamentally different from biological and grammatical gender. It is constructed by society, not established by nature. This study analyzes the lexical and grammatical features that allow women and men to talk about their communication styles. In conclusion, it is concluded that the features of male and female oral and written statements, the composition of the text indicate the presence of gender differences in speech behavior, which requires a more detailed and detailed consideration.

The Grammar-Translation Method (GTM) is one of the oldest and most traditional approaches to foreign language teaching, emphasizing reading and writing skills through grammar rules and vocabulary memorization. While it is still applied in many educational systems, its effectiveness in developing communicative competence is debated. This paper explores both the advantages and limitations of GTM by analyzing scholarly literature and gathering insights from practicing language teachers. The findings suggest that although GTM strengthens learners’ grammatical knowledge and translation skills, it falls short in fostering oral proficiency and spontaneous communication. The study concludes that a more integrative approach, blending GTM with communicative methods, may provide more balanced outcomes in language acquisition.

This article analyzes the role of modern technologies in the process of developing discursive competence in school students. Discursive competence is one of the key aspects of speech activity, encompassing the ability to express thoughts clearly, coherently, and comprehensibly during communication. Modern technologies—including multimedia tools, interactive programs, artificial intelligence assistance, virtual and augmented reality technologies—play a significant role in enhancing students’ oral and written speech skills. The article presents scientifically grounded approaches to the role and effectiveness of these technologies in the educational process.

English has become the most widely used international language for communication, education, and professional development. In Uzbekistan, recent educational reforms have emphasized the importance of teaching English from the earliest grades, aiming to prepare students for active participation in the global community. Early English education is viewed not only as a way to improve academic achievement but also as a means of fostering fluency and self-confidence in oral communication.

В данной статье освещается роль воспитателей дошкольных образовательных организаций в воспитании гармонично развитого поколения. Особое внимание уделено формированию правильной речи, развитию устной речи и обучению детей эффективному общению. На основе изученной литературы даны рекомендации и полезные советы

This study aimed to enhance the oral communication skills  of English learners. The results of this study revealed that the English learners face many problems related to speaking skill, such as confusion and embarrassment; they did not learn speaking lessons correctly at school, and face difficulty in pronouncing some words. The results also showed that the most frequent problems were the limited amount of vocabulary among them, while the least frequent problems were the difficulty in understanding questions. This study also presented some of appropriate solutions to overcome the weakness in speaking skill, such as practicing speaking English inside and outside the classroom effectively, using the modern social media to communicate in English and to express the students’ feelings and needs.

This research examines the common communication challenges faced by B1-level language learners, particularly in fluency and pronunciation. The study explores the effectiveness of the Shadowing Method, a technique where learners listen to and immediately repeat spoken language to improve speech production. A two-week training was conducted with 15 B1-level students, assessing their fluency and pronunciation before and after the intervention. The findings indicate that participants showed noticeable improvement in fluency, with increased confidence and reduced hesitation in speech. These results suggest that the Shadowing Method can be an effective technique for intermediate language learners, particularly those seeking to enhance their oral communication skills. Further research is recommended to explore its long-term effects and compare it with other speaking practice methods.

This article investigates the influence of collaborative role-play activities on EFL learners’ speaking confidence within cooperative learning classes. The study highlights how structured role-play exercises enable students to practice English in realistic scenarios, interact with peers, and receive constructive feedback. By fostering a supportive and interactive environment, these activities help reduce anxiety, build self-confidence, and improve overall speaking performance. The research emphasizes that integrating role-play into cooperative learning not only enhances learners’ communication skills but also encourages active participation, responsibility, and engagement in the classroom. Findings suggest that collaborative role-play is an effective pedagogical tool for developing both linguistic competence and learners’ confidence in using English.

This research paper examines the theoretical and practical aspects of assessing speaking skills in the context of modern foreign language teaching. Speaking is recognized as a core component of communicative competence, and its accurate assessment plays a significant role in evaluating learners’ linguistic development. The study discusses the foundations of speaking assessment, including fluency, lexical resource, grammatical accuracy, pronunciation, and interactive communication. Various assessment models such as formative and summative assessment, CEFR-based criteria, and analytic rubrics are analyzed in depth. Moreover, the paper explores diverse test formats used in international examinations (IELTS, TOEFL, Cambridge) and highlights the advantages of communicative and technology-enhanced assessment approaches. The findings emphasize that reliable and valid assessment of speaking skills requires standardized criteria, authentic tasks, and integration of assessment into the learning process. The study concludes that systematic evaluation of oral proficiency not only identifies learners’ current abilities but also guides effective teaching strategies and supports continuous language improvement.