HOW DOES PAIR WORK IMPROVE THE SPEAKING FLUENCY OF INTERMEDIATE IELTS STUDENTS AGED 17-22 IN AN EFL CLASSROOMS
https://doi.org/10.5281/zenodo.20006857
Kalit so‘zlar
pair work, speaking fluency, EFL classroom, IELTS preparation, communicative language teaching, action research, peer interaction, technology integrationAnnotasiya
This study examines how pair work enhances the speaking fluency of intermediate IELTS learners aged 17–22 in an EFL classroom. Drawing on communicative language teaching and task-based learning, it uses an action research design to identify effective pair activities and explore the role of motivation. Data were collected over four weeks through teacher reflections, student journals, and recorded speaking tasks. Insights from Kamolova et al. (2025) on technology integration informed the use of gamified pair tasks. Findings show that structured pair work significantly increases participation and speaking output. Peer interaction also supports lower-level learners by improving confidence. The study offers practical recommendations for implementing pair work in IELTS-focused classrooms.
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