Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
The impact of motivation on developing undergraduate
students’ speaking skills
Zarrina SALIEVA
1
Samarkand State Institute of Foreign Languages
ARTICLE INFO
ABSTRACT
Article history:
Received January 2025
Received in revised form
15
January 2025
Accepted 25
February 2025
Available online
15
March 2025
The article examines the impact of motivation on improving
speaking skills among undergraduate philology students using a
task-based language teaching paradigm. It emphasizes the
importance of motivation in developing excellent verbal
communication abilities. By incorporating relevant and engaging
tasks, educators can cultivate a strong sense of motivation,
encouraging active participation and fostering a positive attitude
towards speaking. Understanding motivation's impact can lead
to more effective teaching strategies and better outcomes for
undergraduate philology students. The article suggests practical
improvements in pedagogical practices to boost student
motivation and enhance English speaking skills development.
2181-3663/© 2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol3-iss1-pp57-62
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
motivation,
speaking skills,
intrinsic/extrinsic
motivation,
task-based language
teaching,
practical strategies.
Bakalavriat
talabalarining
gapirish
ko‘nikmasini
rivojlantirishda motivatsiyaning ta’siri
ANNOTATSIYA
Kalit so‘zlar:
motivatsiya,
gapirish ko‘nikmalari,
ichki/tashqi motivatsiya,
vazifaga asoslangan til
o‘rgatish,
amaliy strategiyalar.
Maqolada vazifaga asoslangan til o‘qitish paradigmasidan
foydalangan holda, filologiya bakalavriat talabalari o‘rtasida
gapirish ko‘nikmalarini rivojlantirishda motivatsiyaning
ta’siri ko‘rib chiqiladi. Ko‘plab tadqiqotlar og‘zaki muloqot
qobiliyatlarini takomillashtirishda motivatsiya muhimligini
ta’kidlaydilar. O‘qituvchilar tizimli va qiziqarli vazifalarni o‘z
ichiga olgan holda talabalarda motivatsiya tuyg‘usini
rivojlantirishi, faol ishtirokni rag‘batlantirishi va nutqqa ijobiy
munosabatni takomillashtirishi mumkin. Motivatsiyani oshirish
filologiya bakalavriat talabalari uchun samaraliroq o‘qitish
strategiyalari va yaxshi natijalarga olib kelishi mumkin.
1
PhD, Associate Professor, Samarkand State Institute of Foreign Languages. E-mail: zarrinasalieva777@gmail.com
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 3 № 2 (2025) / ISSN 2181-3701
58
Maqolada talabalarning motivatsiyasini oshirish va ingliz
tilida gapirish ko‘nikmalarini rivojlantirish uchun pedagogik
amaliyotni amaliy takomillashtirish taklif etiladi.
Влияние мотивации на развитие навыков говорения
студентов бакалавриата
АННОТАЦИЯ
Ключевые слова:
мотивация,
навыки говорения,
внутренняя/внешняя
мотивация,
обучение языку на основе
задач,
практические стратегии.
В статье рассматривается влияние мотивации на
улучшение навыков говорения среди студентов-филологов
бакалавриата с использованием парадигмы обучения языку
на основе задач. Подчеркивается важность мотивации
в развитии навыков устного общения. Включая
соответствующие и увлекательные задания, преподаватели
могут развивать мотивацию, поощряя активное участие и
способствуя позитивному развитию говорению. Понимание
влияния мотивации может привести к более эффективным
стратегиям обучения и лучшим результатам в улучшении
навыка говорения для студентов-филологов бакалавриата.
В статье предлагаются практические решения для
повышения мотивации студентов и улучшения развития
навыков говорения на английском языке.
INTRODUCTION
The growing need for language learning in Uzbekistan has risen as a result of rapid
worldwide international development, economic expansion, and greater cross-border
cooperation. Fostering effective communication skills among educational establishments
in foreign languages became a national priority (Djuraeva M., 2022). This priority led to
the implementation of new language learning programs and initiatives across the country,
ultimately enhancing global competitiveness and cultural understanding. The English
language as a lingua franca is considered essential for global communication and
collaboration, making it crucial for language learners in Uzbekistan to develop strong
communication skills.
Speaking skills are regarded as a basic aspect of language proficiency, especially for
students studying philology, who need to be highly proficient communicators to succeed
academically and professionally. Many scholars, however, argue that students experience
anxiety, lack of confidence, and low motivation when engaging in oral communication
(Vaca-Cardenas M., 2023). According to W. Wulandari, the issue with low motivation is
considered a significant barrier to developing strong speaking skills because students may
not see the immediate practical applications of speaking a foreign language in their daily
lives (Wulandari, W. et al., 2018). Some students may be more shy or introverted, which
makes it harder for them to practice and get better at speaking, even though they know
how important communication is to language learning. Therefore, educators must create
a supportive and encouraging environment for students to feel comfortable practicing
their speaking skills. By providing opportunities for students to engage in meaningful
conversations and emphasizing the relevance of oral communication skills, educators can
help motivate students to overcome their barriers and improve their speaking abilities.
The given article bridges the theoretical and practical domains by looking into the
following issues:
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 3 № 2 (2025) / ISSN 2181-3701
59
The impact of motivation (intrinsic and extrinsic) on speaking skill development;
Effective teaching strategies that increase motivation for oral proficiency;
Practical recommendations for language instructors to foster a motivating
classroom environment.
THE ROLE OF MOTIVATION IN ELT.
Motivating students to develop oral proficiency in a foreign language is a complex
task that requires innovative and evidence-based teaching strategies. Z. Dörnyei
emphasizes the importance of understanding second language motivation as a dynamic
attribute that evolves, focusing on the reasons for learning and the relationship between
motivation levels and language attainment in educational contexts (Dörnyei, Z., 2009).
Creating a stress-free and collaborative learning environment is essential for motivating
students to engage in oral communication. Research has shown that traditional methods
often fall short in fostering the confidence and engagement needed for effective oral
communication (Vaca-Cardenas M., 2023). According to H. Nguyen Task-based language
teaching, where students work on real-life tasks, can help reduce anxiety and foster a sense
of accomplishment (Nguyen Q., 2022), which eventually results from learners becoming
more confident and motivated. Focusing on practical skills and meaningful communication
increases the chance that students will feel encouraged and involved in their language
learning process. Scholars argue that implementing anxiety-reduction and motivating
techniques, such as emphasizing efforts over accuracy and using the first language as an
instructional tool, could promote a positive learning environment in the classroom (Matus,
2018; Sohrabi & Safa, 2020). This type of classroom environment could contribute to an
improvement in student engagement, involvement, and finally, language proficiency.
Prioritizing effort over perfection encourages students to take risks and make mistakes,
which is important for language learning. Additionally, using their native language as a
learning tool can help students feel more confident and competent in their language
learning activities. Overall, using these techniques could result in a supportive and
effective environment where language learners can succeed.
INTRINSIC VS. EXTRINSIC MOTIVATION
Motivation in language learning can be classified into two main categories: intrinsic
or extrinsic. Intrinsic motivation, which is driven by personal interest and the desire for
self-improvement, is considered more effective for sustaining long-term language
learning. Research has found that students prefer learning experiences that allow for self-
direction rather than compulsory tasks (Jayasinghe M., 2024). Even when faced with
challenges in speaking, students with strong intrinsic motivation continue to engage
actively in learning (Chhen et al., 2024). On the other hand, extrinsic motivation, which
involves external rewards and pressures, may not always be sustainable in the long run.
When learners are driven by their interests and goals, they are more likely to persevere
through difficulties and setbacks. In contrast, those who rely on external factors such as
grades or rewards may struggle to maintain their motivation when faced with obstacles.
Therefore, fostering intrinsic motivation through engaging and meaningful learning
experiences is essential for sustaining long-term language learning success. Based on the
motivation type, we suggest the following activities for undergraduate students (Table 1):
– Encourage students to set personal language learning goals that align with their
interests and aspirations;
– Provide opportunities for self-directed learning and autonomy in choosing topics
or projects to work on.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 3 № 2 (2025) / ISSN 2181-3701
60
Table 1
Practice shows that teachers who are aware of the various motivational types can
employ a variety of exercises to motivate students to speak and increase their confidence
in English. By incorporating both intrinsic and extrinsic motivation activities, teachers can
adapt to different learning preferences and effectively encourage students to participate
in speaking exercises. This comprehensive strategy can lead to improved language
proficiency and overall student engagement in the classroom.
While there are many approaches and methods to enhance students’ motivation, in
this article, based on the reviewed papers, we attempted to discuss the most important
factors that develop students’ communication competence. Our next focus will be on
analyzing how task-based language instruction methodology can improve students'
motivation and speaking skills.
TASK-BASED LANGUAGE TEACHING
Task-Based Language Teaching has been a popular teaching strategy for over 30
years (Ur, 1999). It is often seen as a post-method pedagogy that emphasizes
communicative and collaborative activities as the foundation for lesson preparation and
delivery. TBLT is based on the idea that language is a tool for communication and can be
learned through exposure and negotiation (Bygate, 2020). According to Ellis, this approach
involves giving students real-world assignments that call for them to communicate
meaning and use language for pragmatic purposes (Ellis, 2017). The goal is to make
learning the target language more effective when students are task-focused and allowed
to practice using real language in the classroom, rather than when language form is the
main focus of instruction. By engaging in real-life, communicative tasks, students develop
fluency and confidence in using complex language structures (Yahya, 2019). TBLT not only
improves linguistic competence but also boosts students’ self-confidence, making them
more comfortable with speaking. However, despite the effectiveness of these strategies,
some students may still struggle with motivation due to external factors or a lack of
interest in language learning. This emphasizes how crucial it is to modify instructional
strategies to meet the needs of each unique student. For instance, an example of a task-
based activity to practice is provided below (Table 2):
Table 2
Task Type
Real-life scenarios
Communicative tasks
Sample Exercise:
Role-Playing
: Students practice ordering food,
attending interviews, or resolving complaints in
pairs or groups
Storytelling Workshop
: Students create and
narrate a story based on a set of prompts, focusing
on fluency and creativity
Motivation Type
Sample Exercise
Intrinsic Motivation
Self-Directed Speech Practice:
Students choose a topic of interest, prepare a 5-minute speech,
and record themselves for self-reflection.
Extrinsic Motivation
Classroom Rewards:
Students earn points for completing speaking tasks, which can be
exchanged for small rewards.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 3 № 2 (2025) / ISSN 2181-3701
61
Among the task-type exercises that demonstrate confidence and language fluency
are role-playing scenarios and storytelling exercises. Students can practice using language
structures in context, have realistic conversations, improve their speaking abilities
through interactive communication, and encourage one another to speak by participating
in these activities.
PRACTICAL STRATEGIES AND SAMPLE EXERCISES
Some examples include role-playing job interviews, giving presentations, and
engaging in debates. These activities provide students with opportunities to practice
speaking in different contexts and develop their communication skills. Additionally,
incorporating peer feedback and self-reflection after each exercise can further enhance
students' speaking abilities. The table below (Table 3) contains additional useful tactics
and related exercises for teachers that can be used to improve undergraduate students'
speaking abilities while considering their motivational type:
Table 3
Strategies for Enhancing Speaking Based on Motivational Types
Approach
Strategy
Sample Exercise
Motivational type
Regular
Practice
Encourage consistent
speaking practice to build
fluency and confidence.
Daily Speaking Journal
:
Students record a 2-minute
journal entry daily, reflecting
on their day or discussing a
topic of choice.
Intrinsic motivation
Listening and
Imitation
Improve pronunciation
and rhythm through
active listening and
repetition.
Shadowing Practice
: Students
listen to a short audio clip and
repeat it simultaneously,
focusing on tone and rhythm.
Intrinsic motivation
Vocabulary
Expansion
Enhance linguistic range
by learning and applying
new words.
Vocabulary Challenge
:
Students learn five new words
daily and use them in a
conversation or short speech.
Extrinsic
motivation
Speaking
Groups
Provide opportunities for
real-time practice and
peer interaction.
Debate Club
: Students form
teams and debate on assigned
topics, practicing
argumentation and fluency.
Extrinsic
motivation
Feedback
Mechanisms
Use constructive feedback
to refine speaking
abilities.
Peer Feedback Sessions
:
Students present a short
speech and receive feedback
from peers on strengths and
areas for improvement.
Teachers can apply the strategies and exercises in the table to help any
undergraduate student improve their presentation skills in an organized and engaging
manner. Students may improve their communication skills and boost their confidence
while speaking in front of an audience by combining vocabulary development, group
discussions, and feedback sessions.
CONCLUSION
To summarize, the most successful teaching approaches for improving student
motivation in speaking development are a combination of creative, interactive, and
technology-enhanced approaches. Teachers can support students in developing the skills
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 3 № 2 (2025) / ISSN 2181-3701
62
required for effective oral communication by creating a supportive and engaging learning
environment. Motivation is a critical factor in improving speaking abilities among
undergraduate students. Extrinsic and intrinsic motivation, and task-based learning all
contribute to increased engagement and fluency. Frequent practice, vocabulary increase,
and feedback systems are all effective ways to improve speaking abilities. The organized
exercises and tables provided in this study provide educators with useful tools to employ
in their classrooms. Because of varying levels of student motivation, a combination of
specialized and diverse strategies is used to meet individual learning needs. Future
research should look into how practical approaches and motivational strategies affect
speaking skills over the long run, as well as how teachers can help students stay motivated
throughout their language learning process.
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