MOTIVATING THE QUIET ONES: STRATEGIES TO SUPPORT INTROVERTED EFL LEARNERS

Abstract

This article explores strategies for supporting introverted learners in the English as a Foreign Language (EFL) classroom. Drawing on learner psychology, sociocultural theory, and classroom-based research, it argues that introversion is not a deficit but a different mode of engagement. The article examines methods such as flipped instruction, reflective journaling, asynchronous discussions, and individual goal setting to increase motivation and classroom participation among quieter students. The six-week classroom-based study was conducted in a fresh year students in Food Technology and Engineering international institute in Fergana, Uzbekistan. The findings suggest that personalized and autonomy-supportive practices foster greater learner confidence, vocabulary retention, and expressive accuracy, while reducing anxiety. Practical implications are offered for teachers working in diverse, multilingual EFL contexts.