THE EFFICACY OF PROJECT-BASED LEARNING (PBL) IN ENHANCING THE SPEAKING PROFICIENCY OF EFL LEARNERS: A QUASI-EXPERIMENTAL STUDY
Abstrak
The development of communicative competence remains a primary objective in English as a Foreign Language (EFL) instruction. Traditional teacher-centered methodologies often fail to provide learners with sufficient authentic speaking opportunities. This study investigates the efficacy of Project-Based Learning (PBL) in enhancing the speaking skills of EFL learners. Utilizing a quasi-experimental design, 60 undergraduate students were divided into an experimental group (n = 30), which received a PBL-based intervention, and a control group (n = 30), which received traditional textbook-based instruction over an 8-week period. Data were collected through pre- and post-intervention speaking tests and a student perception questionnaire. The results indicated that the experimental group significantly outperformed the control group in overall speaking proficiency, particularly in the domains of fluency and interactive communication. Furthermore, questionnaire responses revealed a highly positive attitude toward PBL, with participants reporting decreased speaking anxiety and increased motivation. The findings suggest that PBL is a robust pedagogical framework for fostering oral proficiency and autonomous learning in the EFL classroom.
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