THE ROLE OF REGIONAL AND SOCIOECONOMIC BACKGROUND IN ENGLISH LANGUAGE CLASSROOM PARTICIPATION: A CASE STUDY FROM KHOREZM REGION

Annotation. This thesis looks at how a student's home region and family economic background affect speaking in English lessons. The study lasted one term and involved 8th-grade students at an IT-specialized school in Urgench, Khorezm region. Students from rural areas and from state schools spoke less in class than students from Urgench city and from private schools, even when their English level was similar. The findings suggest that silence in class is often about confidence and earlier access to good teaching, not about ability. The thesis ends with four simple ideas that teachers can use to make speaking activities fairer.