Problems of Improving Speaking Skills of A1 Learners Through Tales

This article explores the challenges faced by A1-level language learners in developing speaking skills through the use of tales in the classroom. While storytelling is widely recognized as a powerful pedagogical tool, its effectiveness largely depends on instructional methods. Based on classroom observations, teacher interviews, and a review of relevant linguistic literature, the study identifies key problems such as limited vocabulary, passive learner participation, anxiety about speaking, and teacher-centered storytelling. Drawing on the theoretical frameworks of Krashen’s Affective Filter Hypothesis, Vygotsky’s Zone of Proximal Development, and the communicative methodologies proposed by Uzbek scholars like Jalolov and Ashurov, the article proposes practical strategies for overcoming these barriers. The findings highlight the importance of scaffolding, learner interaction, emotional safety, and culturally relevant materials in facilitating speaking skill development at the beginner level.