Project-Based Learning for Oral Communication in EFL Classrooms: Enhancing Language Proficiency and Learner Confidence

Project-Based Learning for Oral Communication in EFL Classrooms: Enhancing Language Proficiency and Learner Confidence

In the rapidly globalizing world of academic and professional communication, English proficiency has become increasingly critical, particularly in non-native English speaking contexts. This study investigates the implementation of a project-based learning approach to enhance English oral communication skills among intermediate-level EFL students in Taiwan. Through a 16-week intervention with 25 non-English major students, this research integrated authentic materials, scaffolded instructional strategies, and a comprehensive project methodology focused on developing presentation capabilities. Utilizing a mixedmethod research design, the study collected data through questionnaires, semi-structured interviews, and performance assessments. Results revealed statistically significant improvements in participants' speech organization skills (M=4.48, SD=0.66), overall English proficiency (M=4.34, SD=0.53), and reduced speaking anxiety (M=4.28, SD=0.68). The findings demonstrate that project-based learning effectively addresses both linguistic and psychological barriers to oral communication, with potential implications for EFL curriculum design in Taiwan and similar educational contexts across Asia.