In an age where speaking English – not just reading or writing it – is increasingly essential for academic, social,and professional interaction, Uzbek high school students often struggle with fluency, confidence, and meaningful communicativepractice. This article explores the potential of Project-Based Collaborative Learning (PBCL) as a pedagogicalapproach to improve Uzbek high school students’ English-speaking skills. After reviewing key theoretical frameworks– collaborative learning, project-based learning, and communicative language teaching – the study examines empiricalevidence from recent research, analyzes the core mechanisms of PBCL effectiveness, discusses practical implementationissues (teacher roles, group composition, task design, feedback, assessment), and outlines current limitations andfuture research directions.The evidence suggests that PBCL can significantly enhance speaking proficiency by increasing learners’ motivation,creating authentic communication contexts, encouraging peer interaction, and reducing speaking anxiety. However, itssuccess depends on careful instructional design, effective teacher scaffolding, and alignment of tasks with communicativegoals. The article concludes by identifying implications for English teachers, curriculum developers, and educationalpolicymakers, while offering suggestions for future studies aimed at optimizing PBCL for EFL speaking instruction.
| Mualliflar | Salikhova N. I., İzzetullah Zeki |
|---|---|
| Jurnal | Мактабгача ва мактаб таълими |
| Nashr sanasi | 2025-10-03 |
| Jild | 3 |
| Son | 10 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.17507978 |
DOI: 10.5281/zenodo.17507978 · Maqolaning asl sahifasi
project-based collaborative learning, speaking skills, EFL teaching, interaction, group work, communicative competence, motivation
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