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ДЕТСКИЙ САЛ ШКОЛА ВУЗ
УДК 37.02
DOI 10.20310/1810-231X-2024-23-2-88-94
Поступила в редакцию / Received 19.12.2023 Поступила после рецензирования и доработки / Revised 10.01.2024 Принята к публикации / Accepted 24.05.2024
original article
Developing foreign language communicative competence in students through project-based learning
Gulzhanat K. Baygudanova ©
Zhetysu University named after I. Zhansugurov 187а I. Zhansugurova St., Taldykorgan 040000, Republic of Kazakhstan
gulzhanat 67@mail.ru
Abstract. This study investigates the impact of Project-Based Learning on the development of communicative competence in English proficiency among students. In the context of higher education's evolving landscape and the increasing demand for English proficiency in a globalized world, traditional teaching methods face challenges in bridging the gap between theoretical knowledge and practical communicative skills. While language education often emphasizes grammar, vocabulary, and speech perception, this study recognizes the critical need for robust communicative skills, including effective expression, meaningful conversations, and navigating diverse communication scenarios. We integrate real-life communicative activities through Project-Based Learning into the curriculum. Twenty Kazakhstani undergraduate students participated in a 15-week study in various Project-Based Learning activities. Pre and post-assessments, including English speaking tests, were conducted to evaluate the impact on communicative skills. Results show a significant increase in posttest scores, indicating the effectiveness of Project-Based Learning in enhancing language proficiency. A moderate positive correlation suggests tailored interventions based on existing proficiency levels. Despite limitations, this study contribute significantly to language education, highlighting Project-Based Learning transformative potential in cultivating communicative competence aligned with the evolving needs of learners in a globalized society.
Keywords: Project-Based Learning; communicative competence; student; higher education; language education
For citation: Baygudanova G.K. Developing foreign language communicative competence in students through project-based learning. Psychological-Pedagogical Journal "Gaudeamus", 2024, vol. 23, no. 2, pp. 88-94. (In Russian). DOI 10.20310/1810-231X-2024-23-2-88-94
© Baygudanova G.K., 2024
ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЙ ЖУРНАЛ «ГАУДЕАМУС». 2024. Т. 23. № 2. C. 88-94. RU http://journals.tsutmb.ru/gaudeamus/ / EN http://joumals.tsutmb.ru/gaudeamus-eng/
оригинальная статья
Развитие иноязычной коммуникативной компетенции у студентов с применением проектного обучения
Байгуданова Гулжанат Кудайбергеновна ©
НАО «Жетысуский университет имени И. Жансугурова» 040000, Республика Казахстан, г. Талдыкорган, ул. И. Жансугурова, 187а
gulzhanat 67@mail.ru
Аннотация. Изучено влияние проектного обучения на развитие коммуникативной компетенции владения английским языком среди студентов. В контексте динамичного высшего образования и растущего спроса на владение английским в глобализированном мире традиционные методы обучения сталкиваются с трудностями в преодолении разрыва между теоретическими знаниями и практическими коммуникативными навыками. В то время как языковое образование часто акцентирует внимание на грамматике, словарном запасе и восприятии речи, данное исследование признает критическую необходимость развития устойчивых коммуникативных навыков, включая эффективное выражение, осуществление смысловых бесед и навигацию в разнообразных коммуникационных сценариях. Реальные коммуникативные активности интегрируются через проектное обучение в учебный план. Выборка исследования состоит из двадцати студентов из Казахстана, в течение 15 недель они принимали участие в различных проектных активностях. Проведены предварительные и постпроектные оценки, включая тестирование на владение английским разговорным языком для оценки влияния на коммуникативные навыки. Результаты показывают значительное увеличение баллов после теста, что указывает на эффективность проектного обучения в развитии языковых навыков. Умеренная положительная корреляция предполагает использование нацеленных вмешательств на основе существующего уровня владения языком. Несмотря на ограничения, данное исследование вносит существенный вклад в языковое образование, подчеркивая трансформационный потенциал проектного обучения в развитии коммуникативной компетенции, соответствующей изменяющимся потребностям обучающихся в глобализированном обществе.
Ключевые слова: проектное обучение; коммуникативная компетенция; студент; высшее образование; языковое образование
Для цитирования: Baygudanova G.K. Developing foreign language communicative competence in students through project-based learning // Психолого-педагогический журнал «Гаудеамус». 2024. Т. 23. № 2. С. 88-94. DOI 10.20310/1810-231X-2024-23-2-88-94
INTRODUCTION
In the dynamic landscape of higher education, where the demand for English proficiency is paramount due to globalization, the challenges in teaching English are multifaceted. Despite the recognition of the necessity for students to attain a high level of English proficiency, educators encounter difficulties in bridging the gap between theoretical knowledge and practical communicative competence.
Efforts to teach English in higher education settings often focus on traditional aspects such as grammar, vocabulary, and speech perception. While these components are essential, there is a critical need to address the nuanced complexities
of communicative competence. The ability to effectively express ideas, engage in meaningful conversations, and navigate diverse communication scenarios is crucial for success in academic and professional spheres. In response to these challenges, a comprehensive approach to English language education in higher education should not only emphasize grammatical accuracy and lexical richness but also prioritize the development of robust communicative skills. Educators must recognize the importance of integrating real-life communicative activities into the curriculum, providing students with opportunities to apply their language skills in authentic situations. Furthermore, teacher training programs should adapt to the evolving demands of English lan-
guage education, equipping instructors with methodologies that foster communicative language teaching. This adaptation ensures that educators are not only proficient in imparting grammatical knowledge but are also adept at nurturing the communicative competence of their students.
Communicative Language Teaching (CLT) represents a unified theoretical perspective on the nature of language, as well as language teaching and learning. It emerged around 1970, a period during which the efficacy of prevailing traditional approaches was increasingly questioned. CLT was shaped by several theoretical influences in its early developmental stages, with contributions from Functional Linguistics [1, p. 16], the conceptual/functional design of instructional programs [2, p. 51], and the concept of communicative competence advocated by D.H. Hymes [3, p. 32] being particularly pivotal.
D.H. Hymes argued that language knowledge encompasses not only the understanding of grammatical rules but also the knowledge of language usage rules. Later influences introduced key concepts such as the comprehensible input hypothesis [4, p. 80] and the interaction hypothesis [5]. Given the multitude of influences and the extended period of CLT development, it is unsurprising that numerous interpretations are available to educators and researchers today.
To provide a clearer understanding of this diversity, H.D. Brown endeavors to delineate the various interpretations within the realm of CLT [6, p. 102]. The comprehensive nature of CLT reflects a departure from traditional language teaching methods, emphasizing the communicative aspects of language acquisition and usage. This evolution in language teaching methodologies underscores the dynamic nature of CLT and its responsiveness to the changing landscape of language education.
Currently, in Western societies, the Communicative Language Teaching (CLT) approach tends to be conceptualized as learner-oriented rather than teacher-centered. The teacher's responsibility in the classroom is to guide communication among students through effective instructional tasks. Typically, students are encouraged to engage in interpersonal interaction, share and exchange the outcomes of expert assessments, as well as contribute to each other's insights. For instance, many proponents of CLT are inclined to utilize role-playing activities [7],
group and peer presentations [8, p. 68], problem-based learning [9], technology-assisted learning strategies, and video-based strategies relying solely on visual representation [10]. These approaches facilitate learners, peers, classmates, and even teachers to collaborate within the instructional and learning environment, thereby enriching opportunities for language communication and information exchange.
In this study, we aim to explore how including group projects can improve the English communicative skills of undergraduate students. We have enlisted 20 Kazakhstani undergraduates to participate in the study, which lasts for 15 weeks. The research will address the following questions.
1. Can group projects effectively enhance students' communicative skills?
2. Is there a noticeable connection between English speaking test scores before and after the introduction of group projects?
Our goal is not only to assess the impact of group projects but also to understand if there is a relationship between students' performance in English speaking tests before and after engaging in such projects. The findings will provide valuable insights into the potential benefits of using project-based learning (PBL), incorporating a variety of communicative activities, to develop communicative competence in English within higher education settings. PBL, as a pedagogical approach, involves immersive and interactive learning experiences that extend beyond traditional teaching methods. In our study, we have implemented diverse group projects encompassing activities such as role-plays, movie shooting in English, news reporting, radio reporting, and TV shows mocking. These activities are strategically designed to create an authentic language-learning environment, allowing students to apply their language skills in real-life scenarios.
The practical importance of this research is underscored by the recognition that, despite the acknowledged necessity for students to achieve a high level of English proficiency, current teaching approaches often fall short in cultivating practical communicative competence. While conventional approaches emphasize grammar, vocabulary, and speech perception - all of which are essential components - they may not fully equip students with the skills required for effective communication in academic and professional settings. Our research highlights the
nCMXOnorO-nEflAron/NECKMM WyPHATI «rAyflEAMyC». 2024. T. 23. № 2. C. 88-94. RU http://journals.tsutmb.ru/gaudeamus/ / EN http://joumals.tsutmb.ru/gaudeamus-eng/
need for a comprehensive approach to English language education in higher education that goes beyond conventional parameters. By prioritizing the development of robust communicative skills through PBL activities, the proposed study aims to bridge the gap between theoretical knowledge and practical application, offering a holistic educational experience for students.
METHODS
Data collection: Twenty undergraduate students from Kazakhstan have been recruited to participate in this 15-week study. Participants were selected based on their willingness to engage in group projects aimed at improving their English communicative skills.
Pre-assessment: Before the commencement of the study, all participants underwent an English speaking test to establish their baseline communicative skills. The scores from this test were used as a reference point for comparison.
The study involves the implementation of group projects designed to enhance communicative competence. The group projects will be diverse, incorporating role-playing activities, peer presentations, problem-based learning, and technology-assisted strategies. These activities aim to create an immersive and interactive learning environment.
Post-assessment: After the 15-week intervention period, participants will undergo a second English speaking test. The scores obtained in this post-assessment will be compared with the pre-assessment scores to evaluate the impact of the group projects on communicative skills.
Scoring System: Both the pre-assessment and post-assessment speaking tests utilized a scoring system with a maximum score of 100 points. This comprehensive scoring approach allowed for a nuanced evaluation of participants' progress in communicative competence throughout the study. The 100-point scale covered various linguistic and communicative dimensions, ensuring a holistic assessment.
The scoring criteria encompassed:
- pronunciation: clarity and accuracy of speech sounds;
- vocabulary usage: appropriateness and diversity of word choice;
- grammatical accuracy: correct usage of grammar structures;
- coherence and fluency: smooth and logical flow of speech;
- overall communicative effectiveness: the ability to convey ideas and engage in meaningful discourse.
Both pre-assessment and post-assessment speaking tests were conducted in controlled environments to ensure consistency and fairness. Trained assessors, proficient in English language evaluation, objectively scored participants based on the established criteria. The assessments were recorded, allowing for further analysis and verification. Quantitative analysis will be employed to compare pre and post-assessment scores using statistical tools such as paired t-tests. Additionally, qualitative data, including feedback from participants and observations during the group projects, will be analyzed to provide a comprehensive understanding of the intervention's effectiveness.
RESULTS
Number of participants in pre-assessment and post-assessment is 20. The standard deviation for the variable "Gender" is 0.50. This measures the amount of variation or spread in the gender distribution among the participants. The relatively high standard deviation suggests some variability in the gender composition of the sample (Table 1).
Paired Samples Statistics. The mean post-assessment score of 87.30 suggests a substantial increase in the average performance of participants on the assessed skills compared to the pre-assessment (mean pre-assessment score of 47.60). The lower standard deviation in the post-assessment scores (5.18) compared to the pre-assessment scores (13.91) suggests reduced variability in scores after the intervention. The standard errors of the mean provide insights into the precision of the sample means, helping assess the reliability of the obtained averages (Table 2).
Paired Samples Correlations. The correlation coefficient of 0.483 indicates a moderate positive correlation between post-assessment and pre-assessment scores. This suggests that participants who performed well on the pre-assessment tended to perform well on the post-assessment, and vice versa. The significance value of 0.031 is below the conventional threshold of 0.05. Therefore, the correlation is statistically significant at the 0.05 level (Table 3).
Table 1
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Gender 20 0.00 1.00 0.6000 0.50262
Valid N (listwise) 20
Table 2
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 posttest S7.3000 20 5.Ш95 1.15S72
pretest 47.6000 20 13.91100 3.11059
Table 3
Paired Samples Correlations
N Correlation Sig.
Pair 1 | posttest & pretest 20 0.483 0.031
Table 4
Paired Differences
Paired Differences
Mean Std. Deviation Std. Error Mean 95 % Confidence Interval of the Difference t df Sig. (2-tailed)
lower upper
Pair 1 | posttest - pretest 39.70000 12.27792 2.74543 33.95376 45.44624 14.460 19 0.000
Paired Differences. The positive mean difference (39.70) indicates an increase in scores from the pre-assessment to the post-assessment on average. The 95 % confidence interval for the difference does not include zero, suggesting that the difference is statistically significant. The ¿-value of 14.46 is associated with a very small /»-value (0.000), indicating a highly significant difference (Table 4).
The statistical analysis indicates a significant and substantial increase in scores from the pre-assessment to the post-assessment. Participants, on average, performed significantly higher on the post-assessment compared to the pre-assessment. The positive mean difference and the narrow confidence interval further support the conclusion of a significant improvement in scores.
DISCUSSION
The findings of this study reveal a significant improvement in undergraduate students' communicative competence in English following the implementation of project group tasks. The mean post-assessment score of 87.30, in contrast to the pre-assessment mean score of
47.60, indicates a substantial increase in participants' language proficiency. The statistical significance of the positive mean difference (39.70) is reinforced by the narrow confidence interval (33.95 to 45.45) and the highly significant t-value (14.46).
The moderate positive correlation (r = 0.483) between pre-assessment and post-assessment scores suggests a tendency for students who performed well on the pre-assessment to also excel in the post-assessment. This correlation, being statistically significant (p = 0.031), underscores the relationship between participants' initial language competence and their progress after the intervention. The study's results hold practical implications for English language teaching in higher education settings. The substantial increase in post-assessment scores indicates that project group tasks can be an effective pedagogical tool for enhancing communicative competence. The positive correlation implies that tailoring interventions to students' existing proficiency levels may yield better outcomes.
Limitations and further research. While the study demonstrates positive outcomes, it is
ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЙ ЖУРНАЛ «ГАУДЕАМУС». 2024. Т. 23. № 2. C. 88-94. RU http://journals.tsutmb.ru/gaudeamus/ / EN http://journals.tsutmb.ru/gaudeamus-eng/
essential to acknowledge its limitations. The relatively small sample size of 20 participants from a specific demographic (Kazakhstani undergraduates) raises questions about the generalization of the findings. Future research should consider diverse participant groups and larger samples to enhance external validity.
To build on this study, future research could explore the long-term impact of project-based learning on communicative competence. Investigating variations in outcomes based on task complexity, group dynamics, and individual learning styles may provide additional insights. Comparative studies across different educational contexts and cultural backgrounds could contribute to a more comprehensive understanding of the effectiveness of project group tasks.
CONCLUSION
The outcomes of this study underscore the transformative potential of project-based learning in elevating the communicative competence of undergraduate students studying English. The marked increase in post-assessment scores, coupled with the positive correlation between pre-assessment and post-assessment performances,
provides compelling evidence for the efficacy of project group tasks in language education.
The observed positive trends emphasize the adaptability of project-based learning to the diverse needs and proficiency levels of students. The significant improvement in communicative competence suggests that this pedagogical approach not only enhances language skills but also fosters a deeper understanding and practical application of the language in authentic contexts. The study's findings carry broader implications for the evolving landscape of higher education, particularly in the realm of language instruction.
In conclusion, the positive impact of project-based learning on communicative competence demonstrated in this study suggests a promising avenue for educators seeking effective strategies in English language instruction. As higher education institutions strive to equip students with the skills needed to navigate a linguistically diverse world, the integration of dynamic, collaborative, and real-world application-oriented teaching approaches becomes imperative. This study contributes to the ongoing dialogue in language education, advocating for pedagogical innovation that aligns with the evolving needs of learners in a globalized society.
СПИСОК ЛИТЕРАТУРЫ / REFERENCES
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4. Krashen S.D. The Input Hypothesis: Issues and Implications. New York, Longman, 1985.
5. Long M.H. Linguistic and conversational adjustments to non-native speakers. Applied Linguistics, 1996, no. 4 (2), pp. 126-141.
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7. Tweedie M.G., Johnson K.E. Teaching Listening and Speaking: From Theory to Practice. In: International Perspectives on Teaching the Four Skills in ELT. 2018, pp. 18-25.
8. Diamond-Baird B., Russell J., Blackwell S., Flores K. Prism Level 1 Student's Book With Online Workbook Listening And Speaking. Cambridge, Cambridge University Press, 2017.
9. Da Silva Cintra V., Bittencourt C. Being a PBL teacher in computer engineering: An interpretative phenom-enological analysis. In: IEEE Frontiers in Education Conference (FIE). El Paso, 2015, pp. 11-16. DOI 10.1109/FIE.2015.7344234
10. Santos L.M.D. The discussion of communicative language teaching approach in language classrooms. Journal of Education and e-Learning Research, 2020, vol. 7, no. 2, pp. 104-109. DOI 10.20448/journal.509.2020.72.104.109
ИНФОРМАЦИЯ ОБ АВТОРЕ / II
Байгуданова Гулжанат Кудайбергеновна - магистр педагогических наук, преподаватель-лектор образовательной программы иностранных языков и переводческого дела. Жетысуский университет имени И. Жансу-гурова, г. Талдыкорган, Республика Казахстан. E-mail: gulzhanat 67@mail.ru ORCID: https://orcid.org/0009-0004-9697-2134 Вклад в статью: идея исследования, обработка и анализ эмпирического материала, написание статьи.
LMATION about the author
Gulzhanat K. Baygudanova - Master in Pedagogy, Teacher-Lecturer of the Educational Program of Foreign Languages and Translation. Zhetysu University named after I. Zhansugurov, Taldykorgan, Republic of Kazakhstan. E-mail: gulzhanat 67@mail.ru ORCID: https://orcid.org/0009-0004-9697-2134 Contribution: research idea, empirical material analysis and processing, article writing.
