The using project-based lesson for teaching speaking

Аннотация

This article explores how project-based lessons can be effectively used to teach speaking skills in English classes. It highlights the benefits of project-based learning (PBL) as an interactive and student-centered approach that encourages learners to use English in real-life situations. Through collaborative projects, students practice speaking in meaningful contexts, improve their fluency, and build confidence. The article also presents examples of speaking-based projects and discusses how PBL promotes communication, critical thinking, and learner autonomy. By using PBL in speaking lessons, teachers can create an engaging and motivating environment that supports language development. Keywords. Project-based learning, speaking, communication, collaboration, student-centered, English. INTRODUCTION. In recent years, English teachers have been searching for more effective ways to help students improve their speaking skills. Traditional techniques like memorizing dialogues or repeating after the teacher often don’t give students enough opportunities to actually use the language in meaningful ways. A more modern method that has gained popularity is Project-Based Learning (PBL). This approach encourages students to use English while working on real-world tasks such as giving presentations, making videos, or conducting interviews. These types of activities help learners speak more naturally and with greater fluency, while also boosting collaboration and problem-solving skills. This article aims to explore how project-based learning can support the development of speaking skills, particularly for secondary school students. It also compares this method with more traditional approaches to show how PBL can better motivate learners and lead to stronger language outcomes. METHODS. To examine the effects of project-based learning on students’ speaking abilities, a study was carried out with 80 secondary school students who were learning English as a foreign language. They were divided into two groups: the experimental group took part in project-based lessons, while the control group followed more traditional methods, such as textbook speaking exercises and scripted 441 STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY dialogues. The students in the project-based group completed tasks like creating group presentations about environmental issues, designing posters that highlighted cultural traditions, and recording interviews on social topics with their classmates. These tasks encouraged active use of English and more peer interaction. As noted by Beckett and Slater, such meaningful communication tasks can significantly boost fluency [1]. Before the lessons began, both groups took a speaking pre-test. After eight weeks of instruction, they took a post-test. Teachers also observed participation levels, and students filled out surveys to share how they felt about each learning method. RESULTS. The findings showed that students who participated in project-based lessons made more noticeable improvements in their speaking abilities compared to those in the traditional group. On the post-test, the PBL group showed better pronunciation, vocabulary use, and overall fluency. They were also more confident when speaking in front of others. Teachers noted that students were more engaged and willing to contribute during PBL lessons. On the other hand, students in the control group showed only small improvements, and many still felt hesitant to speak in class. Survey results supported these observations: most students said they preferred project-based activities over traditional tasks. They also said these projects were more enjoyable and made them feel more motivated to learn because they could see how English applied to real life [7]. DISCUSSION. The results confirm that project-based lessons are highly effective in developing students' speaking skills. These findings support earlier research by Thomas, who found that PBL improves language skills by engaging students in real communication [7]. One of the biggest strengths of this method is how it shifts the classroom dynamic to be more student-centered, giving learners more ownership of their speaking practice. This aligns with the ideas of Blumenfeld and colleagues, who noted that students are more motivated when working on meaningful projects [3]. Another advantage is that PBL exposes students to a range of real-life situations where they can use English, which strengthens their communicative abilities [5]. In contrast, the traditional group’s limited progress shows that textbook-focused activities may not offer enough space for natural conversation or spontaneous speaking. Although PBL might require more effort in planning and classroom management, its benefits for student motivation and long-term language development make it a worthwhile approach. Teachers can adjust project-based