THE EFFECT OF PAIR AND GROUP WORK ON STUDENTS’ SPEAKING SKILLS
Abstract
Speaking is an important skill in learning English, but many students do not have enough chances to practice it in class. In traditional lessons, students often spend more time listening, reading, and writing than speaking. Because of this, they may feel shy and find it difficult to express their ideas clearly. This study looks at how pair work and group work can help improve students’ speaking skills in the classroom. The research was carried out at School No. 15 in Namangan district with 16 seventh-grade students. The study lasted four weeks. During the lessons, students worked in pairs and small groups and completed different speaking tasks such as role plays, discussions, and simple problem-solving activities. The teacher guided the activities and helped students use English as much as possible. The data were collected through classroom observation, simple speaking checks, and student feedback. The results showed that most students spoke more during lessons and became more confident when using English. They also used more vocabulary and were able to share their ideas more clearly. In addition, many students said that they enjoyed the lessons because they could work with their classmates. However, some problems were also noticed. For example, some students spoke more than others, and a few students used their first language during tasks. Overall, the study shows that pair work and group work can help improve students’ speaking skills when the teacher gives clear instructions and supports all learners. Speaking is one of the most important skills in learning English, but many students do not have enough chances to practice it in class. In traditional classrooms, students usually spend more time listening, reading, and writing than speaking. Because of this, many learners feel shy, speak with pauses, and cannot express ideas clearly. This study examines the effect of pair work and group work on students’ speaking skills in an English classroom. The participants were 16 seventh-grade students at an intermediate level. They joined speaking lessons based on Task-Based Language Learning for four weeks. Students completed tasks such as role plays, discussions, interviews, and problem-solving activities. Data were collected through observation, speaking checks, and student feedback. The results showed that most students became more active, confident, and fluent. They used more vocabulary and enjoyed lessons more. However, some problems such as unequal participation and use of the first language were also noticed. Overall, pair work and group work were effective in improving speaking skills when tasks were carefully organized and monitored by the teacher.
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