Аңдатпа
The aim of this study is to determine the impact of creative tasks on the interest, confidence, skills, and overall attitude of primary school students toward learning English. The study was conducted using a questionnaire consisting of 11 questions divided into 4 sections: evaluation of attitudes toward learning English, assessment of creative tasks, evaluation of confidence and speaking skills, and overall impressions. The questionnaire was based on a Likert scale, allowing respondents to choose one of five response options. The study involved 83 primary school students (45 boys and 37 girls) with an average age of 9.4 years. The analysis of the correlation matrix confirmed several hypotheses. Firstly, there is a weak positive correlation between interest in classroom tasks and preference for performing creative tasks (r=0.25), indicating that creative tasks increase students’ engagement in the learning process. Secondly, regular performance of creative tasks enhances students’ confidence in speaking English (r=0.20). Thirdly, creative tasks improve vocabulary retention and sentence construction skills, as evidenced by the correlation between the usefulness of tasks for memory and the ease of sentence construction (r=0.20). Additionally, primary school students with a positive attitude toward English are more motivated to continue performing creative tasks (r=0.15). Success in learning English is positively associated with the willingness to participate in creative tasks (r=0.15). The study’s findings demonstrated that creative tasks significantly contribute to the development of language skills, motivation, and confidence in primary school students. These conclusions highlight the importance of integrating creative tasks into the educational process to enhance the effectiveness of English language teaching.