THE PROJECT METHOD IN DEVELOPING STUDENTS’ ORAL COMMUNICATIVE COMPETENCE IN ENGLISH LANGUAGE LESSONS
DOI:
https://doi.org/10.31861/gph2025.855-856.3-16Keywords:
project method, oral communicative competence, pilot teaching, eighth-grade students, English language, experimental study, environmental issues, presentationAbstract
The article presents the results of an experimental study (pilot teaching) aimed at testing the effectiveness of the project method in developing eighth-grade students’ oral communicative competence within the framework of the competency-based approach of the New Ukrainian School. The main objective of the research was to determine how project-based learning contributes to the development of students’ ability to express their thoughts in English fluently, coherently, and confidently in communication situations close to real life.
As part of the experiment, an original project-based learning program titled “Environmental Issues in Our Community” was designed and implemented over the course of three consecutive lessons. Students worked in small groups, performing a series of communicatively oriented tasks—from gathering information to creating multimedia presentations and delivering public speeches in English.
The use of a comprehensive assessment approach, which combined a clearly defined rubric (criteria included pronunciation, coherence, and audience engagement), observation of group dynamics, and analysis of students’ project outcomes, made it possible to demonstrate the positive impact of the project method on the development of key components of oral competence. In particular, the study recorded increased student confidence during public speaking, improvement in fluency and coherence, expansion of thematic vocabulary, as well as the enhancement of critical thinking, communication, and collaboration skills.
The main factors contributing to the effectiveness of the method were identified as the authenticity and social relevance of topics, structured and staged organization of the learning process, a differentiated approach to student work, and a focus on achieving communicative success. The article also provides practical recommendations for teachers on implementing the project method in English language instruction, including guidance on selecting topics relevant to students’ personal experiences, using digital tools to enhance motivation, and creating a supportive learning environment that encourages linguistic experimentation and students’ creative self-expression.
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References
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