LINGUISTIC AND COMMUNICATIVE ASPECTS OF ENGLISH SPEAKING DEVELOPMENT THROUGH PROJECT-BASED LEARNING

Abstract

This study explores the linguistic and communicative aspects of English speaking development through Project-Based Learning (PBL) in higher education contexts. The research addresses the persistent challenges faced by non-native English learners in achieving oral proficiency, particularly in terms of fluency, accuracy, and confidence. Adopting a mixed-methods research design, the study combines quantitative data from pre- and post-assessment tasks with qualitative insights from classroom observations and performance analysis. The findings reveal that PBL significantly enhances students’ speaking abilities by promoting active engagement, collaborative interaction, and meaningful language use. Results indicate measurable improvements in fluency, grammatical accuracy, and vocabulary range, alongside increased student participation and communicative confidence. Furthermore, the study highlights the role of authentic, task-based learning environments in fostering interactional competence and spontaneous language production. The research underscores the pedagogical value of integrating PBL into English language teaching, particularly in university settings, as it supports student-centered learning and real-life communication. Overall, the study contributes to the growing body of research advocating innovative and communicative approaches to language instruction, offering practical implications for educators aiming to improve speaking outcomes among EFL learners.