Skip to main navigation menu Skip to main content Skip to site footer

Vol. 13 No. 01 (2026)
International Multidisciplinary Journal for Research & Development

Articles

PROBLEM-BASED GROUP PROJECTS: ENHANCING COLLABORATIVE SPEAKING SKILLS IN LANGUAGE LEARNING

Published 2026-01-07

  • Tursunxo‘jayeva Moxigul Maxmud kizi

Tursunxo‘jayeva Moxigul Maxmud kizi
Kokand University, Faculty of Tourism and Economics, Lecturer, Department of World Languages

Abstract

Problem-based group projects (PBGPs) have emerged as an effective pedagogical strategy in language education, particularly for enhancing speaking skills. This study investigates the role of PBGPs in fostering collaborative speaking competence among English language learners. A 10-week intervention was conducted with undergraduate students, integrating authentic problem-solving tasks into group projects. Results indicate that PBGPs significantly improved learners’ fluency, accuracy, interactional competence, and confidence. The findings suggest that problem-based collaboration provides meaningful contexts for language use, thereby strengthening communicative competence.

Keywords

x

PDF

References

  1. Bachman, L. F. (1990). Fundamental Considerations in Language Testing. Oxford University Press.
  2. Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 68, 3–12. https://doi.org/10.1002/tl.37219966804
  3. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. https://doi.org/10.1093/applin/I.1.1
  4. Dewey, J. (1938). Experience and Education. Macmillan.
  5. Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
  6. Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Penguin.
  7. Johnson, D. W., & Johnson, R. T. (1999). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. Allyn & Bacon.
  8. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
  9. Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford University Press.
  10. Littlewood, W. (2011). Communicative Language Teaching: An Introduction. Cambridge University Press.
  11. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.
  12. Savignon, S. J. (2002). Communicative Language Teaching: Linguistic Theory and Classroom Practice. Yale University Press.
  13. Thomas, J. W. (2000). A Review of Research on Project-Based Learning. Autodesk Foundation.
  14. Wibowo, A. H., Mohamad, B., Djatmika, & Santosa, R. (2024). Designing and assessing experiential learning pedagogy for an intercultural communicative competence training module: A quasi-experimental study. Frontiers in Education, 9, Article 1470209. https://doi.org/10.3389/feduc.2024.1470209
  15. Wang, Y., Li, J., & Chen, H. (2025). Effective measures to develop undergraduates’ communicative competence in English as a foreign language: A systematic review. International Journal of Learning, Teaching and Educational Research, 24(5), 1–20. https://www.ijlter.org/index.php/ijlter/article/view/12492
  16. Zapata, A., Almeida, E., & Guagchinga, N. (2025). Enhancing communicative competence in young EFL learners through the implementation of a methodological guide based on the CLT approach. In Emerging Research in Intelligent Systems (pp. 416–426). Springer. https://doi.org/10.1007/978-3-031-87701-8_30

Downloads

Download data is not yet available.