Barriers to Student Participation in Pair and Group Work in Uzbek Efl Classrooms: Teachers' and Learners' Perspectives

This article examines psychological, linguistic, interpersonal, and pedagogical barriers to student participation in pair and group work in English as a Foreign Language (EFL) classrooms in Uzbekistan. The study adopts a systematic literature review approach to synthesise theoretical and empirical research on foreign language anxiety, willingness to communicate, classroom interaction, and collaborative learning. Particular attention is given to the relationship between teachers’ interpretations of learner participation and learners’ reported experiences in school and university settings. The review framework follows the reporting principles of PRISMA 2020. Existing research provides a theoretical basis for understanding participation as a context-dependent process influenced by linguistic confidence and social-affective factors. Research conducted among university students in Tashkent also offers relevant evidence concerning classroom participation and foreign language anxiety. However, the available evidence does not establish the prevalence or relative importance of specific barriers during pair and group work across Uzbek educational institutions. The article proposes a comparative analytical framework and identifies priorities for further research and pedagogical practice.