Improving the Methodology for the Development of Speech Competencies in Future Primary Class Teachers

Abstract

This study explores the development of speech competencies in future primary class teachers in Uzbekistan, utilizing a qualitative, survey-based methodology. Data was collected from 100 participants through 20 multiple-choice questions addressing their confidence, challenges, and perceptions of speech competency training. Key findings reveal that while the majority of respondents feel moderately confident in their speech skills, pronunciation and fluency remain significant challenges. Additionally, many participants expressed dissatisfaction with the sufficiency of speech competency training in their teacher education programs. Reflective practice, though recognized as beneficial, is underutilized, and clarity is consistently identified as the most important speech competency. These findings align with existing literature, indicating a gap in training programs that must be addressed through enhanced curriculum design and policy interventions. The study concludes with recommendations for incorporating more focused phonetics training, reflective practices, and speech competency modules to improve overall teaching effectiveness and classroom management.