INCREASING SPEAKING PARTICIPATION AMONG SHY FEMALE STUDENTS IN MIXED-GENDER CLASSROOMS

This exploratory action research investigates the factors influencing shy female students’ limited participation in English-speaking activities in mixed-gender classrooms in Uzbekistan. Cultural expectations, social dynamics, and classroom structures often lead to female learners feeling reluctant or anxious about speaking in front of male peers. Through an exploratory phase involving classroom observation, student interviews, and teacher reflection, the study identifies key barriers such as fear of judgment, gender roles, and low self-confidence. In the action phase, the researcher implements gender-sensitive speaking tasks, small-group activities, and safe speaking spaces for female students. The results indicate a noticeable increase in participation, confidence, and willingness to use English orally. The findings highlight the importance of inclusive teaching strategies that consider gender-based socio-cultural factors in EFL classrooms.