Enhancing English Speaking Confidence through Interactive Classroom Practices in Sudan

Abstract

This research explores how interactive classroom practices enhance English speaking confidence among Sudanese learners in higher education settings. Many students in Sudan face persistent challenges in oral communication due to limited exposure, anxiety, and teacher- centered instructional traditions. Using a descriptive qualitative design, the research focuses on capturing learners’ authentic experiences, perceptions, and difficulties as they work to improve their speaking abilities. Data were collected through classroom observations and semi-structured interviews with university-level students enrolled in English language programs. The findings show that learners respond more positively when teachers integrate interactive strategies such as pair work, role-play, guided conversation, and collaborative problem-solving activities, which effectively reduce anxiety, increase motivation, and create a supportive classroom environment. Students also emphasized that constructive feedback, non-threatening correction methods, and the use of culturally relevant materials play a central role in strengthening their confidence. The results indicate that interactive engagement not only develops students’ linguistic competence but also enhances their willingness to communicate and their belief in their ability to speak English. Overall, the research suggests that ELT practitioners in Sudan should move from traditional lecture-based approaches toward more student-centered practices that prioritize meaningful classroom interaction in order to cultivate more confident English speakers who can participate successfully in both academic and social communication contexts.