ENHANCING SPEAKING FLUENCY IN EFL CLASSROOMS USING PHENOBL

Abstract

This article details the methodological framework and empirical evaluation of using Phenomenon-Based Learning (PhenoBL) to enhance speaking fluency in English as a Foreign Language (EFL) classrooms. Traditional speaking exercises often rely on isolated topic cards or structural repetitions that lack communicative authenticity and fail to stimulate real-time spontaneous discourse. By centering speech production around holistic, multi-dimensional real-world phenomena, PhenoBL establishes a meaningful communicative purpose that balances lexical retrieval, contextual accuracy, and student motivation. A controlled pedagogical experiment was executed at the Samarkand State Institute of Foreign Languages to assess the impact of this approach on undergraduate language learners. The empirical findings reveal major quantitative and qualitative development in the experimental group's speaking pace, interactive communication strategies, and overall communicative confidence