STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
__
_____________________________________________________________________________________________
441
3.
Goncharova L. M. Sovremennaya kommunicativistica: mnogolikost problem i
mnogoaspektnost zadach [Text] / L. M. Goncharova // Nauchnye issledovaniya i razrabotki.
Sovremennaya communicativistics. — 2021. — No. 5 (54). — S. 5-10.
4.
Kostikova L. P. Aktuallnye voprosy professionalnoy zyzykovoy podgotovki studentsov
neyazykovogo vouza: collective monograph [Text] / Pod ed. L. P. Kostikovoy and L. F. Eltsovoy.
— M.: Perspektiva, 2021. — 162 p.
5.
Madaminov S. The role of innovative methods in teaching foreign languages and their
methodological
analysis
/
International
cooperation
in
the
education
system.
https://anhor.uz/uz/events/taylim-tizimida-halkarohamkorlik.
6.
Soloveva A. V. Lingvisticheskaya podgotovka voennyx perevodchikov v usloviyax
professionalno-lichnostnoy napravlennosti obrazovatelnoy sredy vuza [Text] / A. V. Soloveva //
Scientific reserve. — 2021. — No. 4 (16). — S. 91-97.
7.
Voevoda E. V. Obuchenie inostrannym yazykam v kontekte mejkulturnoy kommunikatsii
[Text] / E. V. Voevoda // Srednee professionalnoe obrazovanie. — 2009. — No. 8. — S. 14-17.
THE USING PROJECT-BASED LESSON FOR TEACHING SPEAKING
Zulhumor Orifjon qizi Obidova
Student, Chirchik State Pedagogical University
Scientific adviser: Saida Turgunbaevna Gazieva
EFL Teacher, Chirchik State Pedagogical University
Abstract.
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
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
__
_____________________________________________________________________________________________
442
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 lessons to match different skill levels and
classroom contexts, which adds to its flexibility and appeal [6].
CONCLUSION. This study highlights how effective project-based learning can be in improving
students’ English speaking skills. By giving learners opportunities to communicate actively and work
together on meaningful tasks, PBL helps them build confidence and fluency. Compared to traditional
classroom methods, project-based activities are more engaging and more relevant to students’ daily
lives. Beyond speaking skills, PBL also nurtures creativity, teamwork, and critical thinking. While it
may require more preparation time, the long-term rewards-such as increased motivation and better
language performance- make it a powerful teaching method. Future research could explore how PBL
supports other language skills like writing or listening, and how digital tools can be integrated to
enhance these projects. Overall, project-based learning presents a fun, effective, and learner-focused
way to teach English speaking in today’s classrooms [4]. Additionally, the flexibility of PBL allows
educators to tailor projects to fit various cultural contexts, student interests, and proficiency levels,
making it an inclusive approach for diverse classrooms. As schools increasingly emphasize 21st-
century skills, project-based learning aligns well with broader educational goals, fostering autonomy,
collaboration, and problem-solving-skills that are essential not only for language acquisition but also
for future academic and career success [6].
Moreover, the integration of technology within PBL environments can further enhance learning
outcomes by providing access to authentic materials, enabling multimedia project creation, and
supporting virtual collaboration across borders. This opens the door for global learning experiences,
where students practice English while engaging with peers from different countries, adding an
intercultural dimension to their language development.
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
__
_____________________________________________________________________________________________
443
In conclusion, the evidence supports that project-based learning is not just an alternative to traditional
methods, but a comprehensive strategy that equips learners with both linguistic competence and life
skills. As educational priorities evolve, embracing approaches like PBL can lead to more motivated,
confident, and capable English speakers who are prepared to use language effectively in real-world
situations [2].
REFERENCES
1. Beckett, G. H., & Slater, T. (2005). The Project Framework A tool for language, content, and skills
integration. ELT Journal, 59(2), 108–116.
2. Bell, S. (2010). Project Based Learning for the 21st Century. Skills for the Future. The Clearing
House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43.
3. Blumenfeld, P. C., et al. (1991). Motivating project based learning Sustaining the doing, supporting
the learning. Educational Psychologist, 26(3–4), 369–398.
4. Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the Standard for Project Based Learning
A Proven Approach to Rigorous Classroom Instruction. ASCD.
5. Savignon, S. J. (2002) Interpreting Communicative Language Teaching. Contexts and Concerns
in Teacher Education. Yale University Press.
6. Stoller, F. L. (2006). Establishing a theoretical foundation for project based learning in second and
foreign language contexts. In G. H. Beckett & P. C. Miller (Eds.), Project Based Second and Foreign
Language Education: Past, Present, and Future (pp. 19-40). Information Age Publishing.
7. Thomas, J. W. (2000). A Review of Research on Project Based Learning. The Autodesk
Foundation.
YUSIP-ZLIYXA DÁSTANÍNDAǴÍ LIRIKALÍQ FORMALARDÍŃ FORMALÍQ
ÓZGESHELIKLERI
Turǵanbay Orınbaev
Qaraqalpaq ádebiyatı kafedrası oqıtıwshısı PhD.
Jumagalieva Sandıgúl
QMU, 1-kurs magistrantı
Annotaciya:
Bul maqalada shıǵıs xalıqlarına ortaq dástanlardıń biri bolǵan "Yusup-Zliyxa"
dástanında ushırasatuǵın lirikalıq formalar hám olardıń ózgeshelikleri sóz etiledi.
Gilt sózler
: lirikalıq forma, forma, mazmun, ǵázzel, uyqas
.
Túrkiy hám arab xalıqları arasındaǵı eń kóp taraǵan dástanlardıń biri – bul Yusip-Zliyxa
dástanı. Dástan “Góruǵlı”, “Ǵarip ashıq”, “Alpamıs”, “Edige” sıyaqlı dástanlar qusap tiykarınan
túrkiy tilles xalıqlar arasında belgili bolıp qalmay, arab tilli xalıqlarǵa da keńnen tanıs bolıwı tosınnan
emes. Dástannıń tiykarǵı syujetine ózek bolǵan Yusip hám onıń átirapındaǵı waqıyalar Islam dininiń
muqaddes kitabı “Quran”daǵı súreler menen tıǵız baylanıslı bolıp keledi.
Dástannıń qaraqalpaq tilindegi variantın birinshi Xayrulla Tursın ulınan 1977-jılı ilimpaz
Ásen Alimov jazıp aladı hám XX tomlıq qaraqalpaq folklorınıń 16-tomına kiredi. Keyingi kóp
tomlıqtıń da 51-tomında beriledi. Dástan liro-epikalıq (ashıqlıq) dástanlar qatarına kiredi.
Dástan qara sóz hám qosıqtıń qosındısınan turadı. Bul jaǵday qaraqalpaq folklorında Qırıq
qız dástanınan basqasınıń derlik barlıǵına tán. Lirikalıq formalardıń ráńbá-ráńligi, qosıq qatarlarınıń
waqıyalar xronologiyasına say ráwishte túrli buwın ólshemlerinde bolıwı da dástannıń oqıwshı hám
tıńlawshıǵa qızıqlı bolıwın támiyinlegen. Dástanda monologlar qaharman xarakterin ashıwda úlken
xızmet atqaradı. Máselen, Yaqıp túsinde balası Yusuptıń bórilerge jem bolıp atırǵanın kórip, shorshıp
oyanıp balasınıń qasına kelip, onıń amanlıǵın bilgen soń zar eńirep qudayǵa nalısh etedi.
Ashılǵanda gúl ǵumshası solmasın,
Biymáhál shaǵında qazan urmasın,
