ENHANCING STUDENT TALKING TIME IN EFL CLASSROOMS THROUGH DIFFERENTIATED INSTRUCTION

Аннотация

(Russian): В статье рассматривается эффективность дифференцированного обучения (DI) для развития речевой активности учащихся (STT) на уроках английского языка в Узбекистане. Сравнительный анализ контрольной и экспериментальной групп показал значительное улучшение в показателях участия, уверенности и речевой активности в экспериментальной группе. Keywords: Student Talking Time, Differentiated Instruction, EFL, speaking fluency, language classroom, communicative competence, mixed-ability groups, language learning strategies, formative assessment, Uzbek schools. In recent years, the global shift toward communicative language teaching has redefined the goals of English language instruction, particularly in EFL contexts like Uzbekistan. Traditional teacher-centered methods have often limited student participation, especially in oral tasks. To address this, Differentiated Instruction (DI) has emerged as a student-centered methodology that tailors content, process, and output to individual learner needs. This article investigates how DI influences Student Talking Time (STT) in Uzbek secondary EFL classrooms and evaluates its impact using empirical data. Theoretical Background Student Talking Time (STT) refers to the amount of classroom time students spend actively speaking in the target language. Numerous studies 107 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference confirm that increased STT leads to higher speaking fluency, accuracy, and learner autonomy. However, large, mixed-ability classrooms pose challenges to equitable participation. DI is a pedagogical model introduced by Tomlinson (1999) that allows teachers to adapt lessons to students’ readiness levels, interests, and learning profiles. In EFL classrooms, DI can be implemented through varied speaking tasks, flexible grouping, and scaffolding strategies that support learners at different stages. Research supports that DI promotes learner autonomy and increased motivation. By providing different ways of accessing content and expressing understanding, DI creates inclusive learning environments. Experimental group activities involved picture descriptions, leveled dialogues, group storytelling, and think-pair-share tasks. Participation levels and speech duration were recorded and analyzed. The findings confirm that DI significantly enhances STT. Unlike traditional instruction, which produced only minor gains, DI led to major improvements in fluency, vocabulary, grammar, and student motivation. These results align with prior studies by Tomlinson (1999), Brown (2001), and Hall (2002), who advocated for learner-centered approaches. DI accommodates diverse needs and builds speaking competence through personalized, structured, and inclusive methods. Practical Implications In Uzbekistan, where class sizes are large and proficiency levels vary widely, DI offers teachers a practical framework for differentiation. Training and curriculum reform should prioritize DI techniques such as flexible grouping and leveled speaking tasks to ensure equitable participation and language growth. Workshops and textbook revisions should support DI integration, and schools should encourage teacher collaboration and reflective teaching based on students’ speaking outcomes. Conclusion: This study concludes that Differentiated Instruction (DI) is a highly effective pedagogical approach for improving Student Talking Time (STT) in EFL classrooms, particularly in the context of Uzbekistan’s secondary education system. By offering varied and level-appropriate speaking tasks, DI empowers students to participate more actively in oral communication tasks, boosts their confidence, and enhances language fluency. The quantitative data from the pre- and post-tests revealed a significant improvement in the experimental group's speaking performance. Additionally, 108 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference qualitative feedback demonstrated increased motivation, comfort, and engagement. Given these findings, English teachers in mixed-ability classrooms are encouraged to integrate DI techniques. Further research may explore DI’s impact on other language skills, and policymakers should consider DI in teacher training and national standards.