IMPROVISATION TECHNIQUES IN THE EFL CLASSROOM: BOOSTING CONFIDENCE AND FLUENCY
Abstract
This article explores the integration of improvisation techniques into the English as a Foreign Language (EFL) classroom as a means to enhance learners’ speaking fluency and build communicative confidence. Drawing on both pedagogical theory and classroom-based practice, the study highlights how improvisational activities—such as spontaneous role-plays, unscripted storytelling, and "yes, and..." exercises—provide learners with low-risk opportunities to practice spontaneous speech production. These techniques encourage learners to focus on communication over accuracy, thereby reducing language anxiety and promoting natural use of language. The article further analyzes how improvisation fosters a supportive classroom environment, nurtures creativity, and sharpens listening and turn-taking skills essential for real-life conversations. Evidence from recent research and practical examples are used to demonstrate how these techniques can be adapted across proficiency levels and integrated into different stages of a lesson. Ultimately, the article argues that improvisation, when applied thoughtfully, not only energizes classroom dynamics but also empowers EFL learners to speak more fluently and confidently.
Key Words
improvisation, EFL classroom, speaking fluency, learner confidence, spontaneous speaking, language anxiety, communicative competence, creative language use, interactive activities, speaking skills
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