In learning a new language, many students often lack confidence when speaking…

Confidence in speaking a new language grows out of how much low-pressure, meaningful spoken practice a learner gets, not out of how strictly individual pronunciation errors are corrected. Constructivist, communicative approaches to language teaching hold that learners build fluency and confidence when they use the language for a genuine purpose in a relaxed setting, rather than through direct correction, oral reading of fixed text, or mechanical drills.

In this classroom, students hesitate to speak because of the language's pronunciation rules. Structuring an activity as a game that requires students to talk to one another gives every learner a task-based reason to speak — attention shifts from producing the pronunciation exactly right to completing the game with classmates, so students get repeated, low-stakes speaking practice without being singled out for a mistake. This is why using game-like activities that require verbal interaction in the classroom overcomes the confidence problem described.

• Correcting errors whenever they happen draws attention to a mistake at the exact moment a student is speaking, which tends to heighten self-consciousness about pronunciation rather than lower it.

• Letting children read aloud in class involves voicing a fixed written passage rather than generating spontaneous, reciprocal talk with peers, so it does less to build the confidence that grows from genuine communicative exchange.

• Conducting speech therapy with a counsellor and drill practice is a structured, individualised intervention meant for a diagnosed articulation or speech disorder, which is a different problem from ordinary hesitation about a new language's sounds.

So the option grounded in low-anxiety, interaction-based language pedagogy — game-like activities that require verbal interaction — is the one that overcomes the confidence problem, and it matches the official CTET 2023 Paper-1 answer key for this item.