Project-Based Speaking Activities in English language classrooms: Enhancing EFL students' speaking performance through collaborative learning
Keywords:
Project-Based Learning, speaking skills, EFL learners, collaborative learning, higher educationAbstract
Speaking competence is a key learning outcome in English language education because it enables effective communication in academic, professional, and intercultural contexts. However, many English as a Foreign Language (EFL) students in Indonesian higher education still experience difficulties in developing oral communication skills due to limited authentic speaking opportunities, low self-confidence, and teacher-centered instruction. This study investigated the effectiveness of Project-Based Speaking Activities (PBSA) in improving students' speaking performance at the English Education Department of Universitas Islam Tribakti Lirboyo Kediri. A sequential explanatory mixed-methods design was employed involving 27 second-semester undergraduate students in the 2026 academic year. Quantitative data were collected through pre- and post-speaking tests using an analytic speaking rubric, while qualitative data were obtained from classroom observations, semi-structured interviews, and students' reflective journals. The findings revealed a statistically significant improvement in students' speaking performance, particularly in fluency, vocabulary, pronunciation, interaction, and confidence. Qualitative results showed that collaborative project work provided authentic communication opportunities, promoted learner autonomy, reduced speaking anxiety, and enhanced meaningful peer interaction. Students also perceived PBSA as engaging, relevant, and motivating because it enabled them to use English in authentic communicative situations. The study concludes that Project-Based Speaking Activities are an effective pedagogical approach for improving speaking competence in EFL higher education classrooms.
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