TEACHING FOREIGN LANGUAGE SPEAKING THROUGH PROJECT-BASED LEARNING IN MIDDLE SCHOOL
https://doi.org/10.5281/zenodo.15505110
Kalit so‘zlar
Project-Based Learning, foreign language speaking, middle school learners, fluency, accuracy, interaction, collaborative learning, real-world applicationAnnotasiya
This study explores the effectiveness of Project-Based Learning (PBL) in enhancing foreign language speaking skills among middle school learners. PBL integrates real-world scenarios and collaborative activities, offering students meaningful opportunities to use the target language in authentic contexts. A mixed-methods approach was adopted, including pre- and post-tests, teacher observations, and student reflections. Results revealed significant improvements in fluency, accuracy, and interactional skills, with students demonstrating increased confidence and engagement. The findings emphasize the potential of PBL to bridge theoretical language knowledge with practical application, fostering both linguistic competence and essential 21st-century skills. Recommendations for future research and implementation are discussed.
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