A COMPARATIVE STUDY OF TASK-BASED LEARNING AND PROJECT-BASED LEARNING FOR DEVELOPING SPEAKING FLUENCY IN KARAKALPAK EFL CLASSROOMS
Keywords:
Task-Based Learning, Project-Based Learning, Speaking Fluency, Karakalpak, EFL Classrooms, Communicative Competence, Language AcquisitionAbstract
This study examines the comparative effectiveness of Task-Based Learning (TBL) and Project-Based Learning (PBL) in developing speaking fluency among English as a Foreign Language (EFL) learners in Karakalpak classrooms. Both approaches emphasize communicative competence but differ in structure and duration. Through a quasi-experimental design, the study evaluates improvements in fluency, accuracy, and student engagement. Results indicate that TBL yields faster improvements in spontaneous speech, while PBL fosters deeper communicative skills and sustained collaboration. The findings suggest integrating both methods may provide optimal outcomes for Karakalpak EFL learners.
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