IMPACT OF GROUP WORK ON SPEAKING FLUENCY OF 3RD-YEAR ENGLISH STUDENTS AT UZSWLU

Authors

  • Ganieva Dilshoda Izzatulla kizi Teacher, Department of Theoretical Aspects of the English Language Uzbekistan State World Languages University

Keywords:

group work, speaking fluency, EFL learners, collaborative learning, communication skills, peer interaction, language acquisition, Uzbek students, higher education, speaking skills

Abstract

This study examines how structured group work affects third-year English students at Uzbekistan State World Languages University's (UzSWLU) speaking fluency. Eighteen people with comparable proficiency levels participated in the study. A standardized rubric that evaluated pronunciation, grammar, vocabulary, and coherence was used in a pre-test and post-test design to gauge improvements in speaking performance. Students participated in organized group projects intended to foster communication and cooperative learning over the course of four weeks. The results showed that students' speaking fluency had significantly improved. The majority of participants showed quantifiable improvement, suggesting that group work offers beneficial chances for insightful dialogue and peer evaluation. The findings imply that group-based activities can successfully improve speaking abilities and validate current theories of collaborative learning.

Downloads

Download data is not yet available.

References

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson.

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson.

Johnson, D., & Johnson, R. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379.

Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319–326.

Oxford, R. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Journal, 81(4), 443–456.

Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). Routledge.

Downloads

Published

2026-05-08

How to Cite

Ganieva Dilshoda Izzatulla kizi. (2026). IMPACT OF GROUP WORK ON SPEAKING FLUENCY OF 3RD-YEAR ENGLISH STUDENTS AT UZSWLU. Journal of Applied Science and Social Science, 16(5), 316–319. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/4319

Issue

Vol. 16 No. 5 (2026): Journal of Applied Science and Social Science

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

All content published in the Journal of Applied Science and Social Science (JASSS) is protected by copyright. Authors retain the copyright to their work, and grant JASSS the right to publish the work under a Creative Commons Attribution License (CC BY). This license allows others to distribute, remix, adapt, and build upon the work, even commercially, as long as they credit the author(s) for the original creation.