ADAPTING PROJECT-BASED SPEAKING TASKS FOR LARGE CLASSES
Keywords:
Project-based learning, speaking skills, large classes, communicative language teaching, higher education, learner interaction.Abstract
Speaking is a core component of communicative competence, yet it remains difficult to teach effectively in large foreign language classes. Limited speaking time, classroom management constraints, and assessment difficulties often reduce opportunities for meaningful oral interaction. Project-Based Learning offers a learner-centered framework that integrates speaking into collaborative, goal-oriented tasks, making language use more authentic and purposeful. This article examines how project-based speaking tasks can be adapted for large tertiary-level classes. It discusses the theoretical foundations of PBL and communicative language teaching, analyzes key challenges of large-class speaking instruction, and outlines practical principles related to task design, grouping, learner autonomy, and scalability. The article also highlights the potential of adapted project-based speaking tasks to increase learner participation, fluency, and confidence in master’s-level language education contexts.
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References
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