TEACHING WRITING AND SPEAKING SKILLS FOR EFL STUDENTS WITH B2 LEVELS AT UNIVERSITY: PROBLEMS AND SOLUTIONS THROUGH GRAMMAR-TRANSLATION AND STUDENT-CENTERED METHODS
Kalit so‘zlar
English as a Foreign Language, B2-levelAnnotasiya
This study investigates the challenges in teaching writing and speaking skills to English as a Foreign Language (EFL) students at the B2 level in a university setting. The primary objective is to identify the limitations of conventional Grammar-Translation (GT) methods and evaluate the effectiveness of Student-Centered (SC) approaches in enhancing linguistic proficiency. Using a mixed-methods approach, questionnaires and surveys were administered to both students and instructors to gather data on their experiences, perceptions, and preferred instructional strategies. Results indicate that while GT remains essential for foundational grammar, SC methods foster greater engagement and communicative competence. Recommendations include hybrid instructional designs that address both grammatical accuracy and communicative proficiency.
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